CALIFORNIA     STATE     BOARD    OF    EDUCATION 


PROCEEDINGS 


OF  THE 


State  Convention 


California  High  School 
Principals 


Riverside,  California 
December  27,  28,  29  and  30,  1916 


CALITORNLi.  8TATB  PRINTINO  OITIO 

SACKAUKfn'O 

ItlT 


31381 


CALIFORNIA     STATE     BOARD    OF    EDUCATION 


PROCEEDINGS 


State  Convention 


California  High  School 
Principals 


Riverside,  California 
December  27,  28,  29  and  30,  1916 


CALIFORNIA  STATE  PRIiNTIXG  OFFICE 

SACRAMENTO 

J  9  1  7 


31381 


1  AHLK  OF  CONTENTS. 


PROGRAM    OF    CONVENTION 5 

THE    CONVENTIONS    WORK    IN    REORGANIZING    SECONDARY    EDUCA- 
TION— Address  by  Will  C.  Wood g 

SUGGF:STED    modification    of   the    REQFIREMENTS    FOR    ADMISSION 
TO  THE   STATE  UNIVERSITY— 
Address   by    Harry   M.    Sbafer 19 

Address  by    lOdward   W.    Locher 25 

REPORT   OF  COMMITTEE   ON   MINIMUM   REQUIREMENTS  FOR  GRADUA- 

TION — Presented  by  J.   C.  Templeton,  Chairman 31 

A    SYSTEM    OF    COST    ACCOUNTING    IN    THE    HIGH    SCHOOL—. 

Address   by   Arthur   Gould 40 

Address  by  C.    A.    HoUingshead 43 

THE    CALIFORNIA    INTERSCHOLASTIC    FEDERATION-^ 

Address  by  L.   L.    Beeman 45 

Address   by   T.    S.    McQuiddy 48 

MILITARY   DRILL   IN   THE   PUBLIC   HIGH  SCHOOL— 

Address  by  John  F.  Engle 51 

Address  by  W.   A.   Doron 55 

THE    POSSIBILITIES    OF   THE    INTERMEDIATE    SCHOOL    IN    UNION    AND 
COUNTY   HIGH   SCHOOL   DISTRICTS — 

Address  by  Merton   E.   Hill 61 

Address   by    W.    E.    Hester 66 

HIGH  SCHOOL  EXTENSION— 

Address  by  O.   H.   Close 71 

Address  by  H.  N.  Young 73 

Address   by   C.    E.    Van    Deventer 77 

Address   by  M.   H.   Rowell 80 

Address   by   James    Keith 84 

A    PLAN    OF   CO-OPERATION    BETWEEN    THE    FREE    COUNTY   LIBRARY 
AND  THE   HIGH   SCHOOL — 

Address  by  Carl  L.  Anderson 88 

Address  by  Mrs.   H.   J.   Shute 92 

RELATION    OF   THE    UNIVERSITY    TO    THE   JUNIOR   COLLEGE   AND   THE 
WORK  OF  THE  JUNIOR  COLLEGE  TEACHER— 
Address  by  B.  M.   Woods 94 

THE    UNIFICATION     OF    SECONDARY     EDUCATION     IN     THE     GREATER 
HIGH  SCHOOL — 

Address  by   F.   Liddike 99 

Address  by  W.  H.  Housh 107 

THE    CORRELATION    OF    THE    WORK    OP"   THE    JUNIOR   COLLEGE    WITH 

SECONDARY   STUDIES — F.   S.   Hayden ^ 110 

CLASS  AND  STUDENT  BODY  FINANCES—, 

Address  by   C.   L.    Biedenbach . 115 

Address   by    F.    P.    Taylor 126 

THE   ORGANIZATION   AND   EFFECTS   OF  SUPERVISED   STUDY — 

Address  by  C.  A.  Langworthy 129 

Address   by  Miss   Ethel   Percy  Andrews 133 

Address  by  E.   E.   Wood 136 

Address  by   W.   A.    Ferguson 138 

Address  by  Carl    H.    Nielsen 142 

CO-OPERATION  IN  THE  TEACHING  OF  ENGLISH — 

Address   by    F.    H.    Boren 148 

Address  by  G.   A.   Bond 156 

REPORT   OF   COMMITTEE   ON   LEGISLATION 159 

REPORT   OF   COMMITTEE    ON    RESOLUTIONS 162 


INTRODUCTION. 


This  bullet iu  contains  the  proceedings  of  tlic  State  Convention  of 
California  High  School  Principals,  held  at  Riverside,  California,  Decem- 
ber 27-30,  inclusive,  1916.  All  of  the  papers  submitted  to  the  secretary'- 
liave  been  included  in  this  volume.  Certain  modifications  have  been 
made  in  order  to  keep  the  bulletin  within  reasonable  limits.  However, 
most  of  the  papers  have  been  changed  only  in  minor  respects. 

It  is  to  be  regretted  that  we  have  not  available  the  address  given 
by  Governor  William  D.  Stephens,  the  addresses  of  Professor  Thomas 
H.  Briggs,  of  the  Department  of  Secondary  Education,  Teachers  Col- 
lege, Columbia  University;  the  address  of  Professor  Frank  M.  Leavitt 
of  the  University  of  Chicago;  the  address  of  Hon.  E.  P.  Clarke,  presi- 
dent of  the  State  Board  of  P]ducation ;  the  address  of  Mrs.  0.  Shepard 
Barnum,  member  of  the  State  Board  of  Education ;  the  address  of  Dr. 
E.  R.  Snyder,  Commissioner  of  Vocational  Education ;  and  the  address 
of  Professor  W.  Scott  Thomas,  high  school  visitor  for  the  University 
of  California.  The  paper  by  Dr.  Alexis  F.  Lange  of  the  University 
of  California  on  ''The  New  High  School  and  the  New  High  School 
Teacher"  was  published  in  the  Proceedings  of  the  California  High 
School  Teachers'  Association  for  1916.  For  that  reason  it  has  not  been 
included  in  this  bulletin. 

This  Inillotin  is  printed  in  order  that  high  school  principals  may 
have  opportunity  to  carefully  study  the  suggestions  offered  at  the 
Riverside  convention.  It  is  also  to  be  hoped  that  much  of  the  material 
contained  in  this  bulletin  will  ap])PHl  to  high  school  teachers  generally 
and  to  the  members  of  high  school  boards. 

Wilt.  C.  Wood, 
Commissioner  of  Secondary  Schools. 


PROGRAM. 


Riverside.  California.    December  27,  28.  29,  and   M),    1916. 
Wednesday,  December  27. 

Afternoon    Session,     1:30    (General). 
Mr.  W'ii.i.  C   Woon.  ex  officio  Cliainnan,  Presiding. 
Mn.  T.  L.  Hri-:chKEN,  Secretary. 
Addresses  of  Welcome: 

Hon.  Oscar  Ford,  Mayor  of  Riverside. 
Superintendent  .\.   X.  W'lieelock,  Riverside. 

l^esponsc  : 

Dr.  Gcor;.c  C.  Thompson.  Alameda. 

Commissioner's  Address  : 

Mr.  Will  C.   Wood.  Commissioner  of  Secondary   Schools. 
-Vddress:    "Suggested    Modifications   of   the    Reciuiremeiits    for    Admission    to    the 
State  University." 

Mr.  Harry  M.  Shafer.  Hanford. 

General  discussion  led  by  Professor  W.  Scott  Thomas,  High  School 
Examiner  for  the  University  of  California,  and  Mr.  E.  W.  Locher, 
Maxwell. 

Thursday,  December  28. 

Morning    Session,    9:15     (General). 
Dk.  .\.  W.  Scott,  San  Franci.sco,  Vice  Chairman.  Presiding. 

.Address  :  "Suggested  Changes  in  the  Retirement  Salary  Law." 
Hon.  E.  P.  Clarke,  President  State  Hoard  of  Education. 

Address:  "Tlie  Xew  High  School  and  the  Xcw   lligii  School  Teacher." 
Dr.  .\lexis  F.  Lange,  University  of  California. 

Report  of  Committee  on   Minimum  Requirements   for   Graduation. 
Mr.  J.  C   Templeton,  Modesto,  Chairman. 

General  discussion  led  by  Dr.  A.  E.  Wilson,  Los  Angeles,  and  Mr.  Nelson 
C.   Smith,  Santa  Maria. 

Afternoon    Session,     1:30    (General). 
Mr.  C.  E.  KevES,  Oakland;  Vice  Ciiairman.  Presiding. 

Address:  "A  System  of  Cost  Accounting  in  the  High  Schocd." 
Mr.  Artliur  Gould,  San   Diego. 

General    discussion   led  by   Mr.    C.    .\.    llolling-~Iiead.    Santa    Harbara.    ami 
Mr.  Jerome  O.  Cross,  Pasadena. 

Report  of  the  California  Interscholastic  Federation. 
Mr.  A.  M.  Simons,  Visalia. 

General    discussion    led    by    Mr.     L.     L.     ik-emaii.     San     Bernardino,    and 
Mr.  T.  S.  MacQuiddy.  Watsonville. 


6  rK(K'KEDIXOS    OF    CONVENTION 

Thursday,  December  28. 

Evening    Sesssion,    8:00    (General). 
Dr.  W.  II.  Snyder,  Los  Angeles,  Vice  Cliainnan,  Presiding. 
Music. 

Debate:  "Resolved,  that  military  training  be  made  compulsorj-  for  at  least  one 
year  of  the  high  school  course  upon  all  able-bodied  boy  students  enrolled  in 
the  public  high  schools  of  California." 

AMrtuatiz'c — Dr  J.  F.  Engle,  Auburn ;  Col.  C.  H.  Murphy,  San  Francisco. 
Xrgatk'c — Mr.    Irvin    Passmore,    Chico;    Mr.    W.    A.    Doron,    Williams. 
General  discussion. 

Friday,  December  29. 

Morning    Session,    9:15    (Section    Meetings). 

Union  and  County  High  School  Section. 

Mr.  W.  T.  Randall,  El  Centro,  Chairman. 

Mr.  R.  S.  French,  Secretary. 

Address:  "The  Possibilities  of  the  Intermediate  Schcd]  in  Union  and  County 
High  School  Districts." 

Mr.  Merton  E.  Hill,  Ontario. 

General  discussion  led  by  Mr.  Oren  l'>    Waitc,  Ilcmet,  and  Mr.  W.  IC. 
Hester,  Turlock. 

Symposium :  "High  School  Extension." 
Mr.  M.  H.  Rowell,  Sonoma. 
Mr.  O.  H.  Close,  Fair  Oaks. 
Mr.  C.  E.  Van  Deventer,  Sebastopol. 
Mr.  H.  N.  Young,  King  City. 
Mr.  James  Keith,  San  Andreas. 

Symposium:  "Co-operation  between  the  County   Library  and  the   High   School." 
Mr.  Carl  L.  .\ndcrson,  Corcoran. 
Mrs.  H.  J.  Shute,  Esparto. 
-Mr.  E.  H.  Duval,  Kingsburg. 

City  High  School  Section. 

Mr.  E.  M   Cox,  Oakland,  Chairman. 

Miss  Ethel  Andrus,  Los  Angeles,  Secretary. 

Address:  "The  Unification  of  Secondary  Education  in  the  Greater  High  School." 
Mr.  F.  Liddeke,  Fresno. 

(General  discussion  led  by  Mr.  W.  H.  Housh.  Los  Angeles,  and  Mr.  F.  S. 
Hayden,  Azusa. 

.\ddress:  "The  Work  of  the  Junior  College  Teacher." 

Professor  li.   M.  Woods,  University  Examiner  of  Junior  Colleges. 

Address:  "Studc-nt   I5(.dy  and  Class  Finances." 
•Mr.  C    L.  I'.ie.lenbach,  Herkelcy. 

General  discussion  led  by  Mr.  C.  M.  (JsenlKingh,  San  Jose,  and  Mr.  F.  P. 
Taylor,  Riverside. 


(JAFilFOIiNIA    ]ll(;il    SCHOOI,    PKINCIl'Al-S.  i 

Friday,  December  29. 

Afternoon    Session,     1:30    (General). 

Mr.  Noel  H.  Garrison,  Stockton,  Vice  Chairman,  Presiding. 

Address :  "The  New  Requirements  Governing  Admission  to  State  Normal  Schools." 
Mrs.  O.  Shepard  Barnum,  Chairman  Normal  School  Committee,  State  Board 
of  Education. 

General    discussion    led    liy    Mr.    I3cVVitt    Montgomery,    Santa    Rosa, 
and  Mr.  R.  W.  ITauck.  Fullerton. 

Symposium:   "The   Organization  and   Effects  of  Supervised   Study." 
Mr.  E.  E.  Wood,  Mill  Valley. 
Mr.  Carl  II.  Nielsen,  Vallejo. 
Miss  Ethel  P.  Andrus,  Los  Angeles. 
Mr.  C.  A.  Langworthy,  Redondo. 
Mr.  W.  A.  Ferguson,  Portervillc. 

Saturday,  December  30. 

Morning    Session,    9:15     (General). 
Mr.  Wiij,  C.  Woon,  ex  ofticio  Chairman,  Presiding. 

Address  :  "Co-operation  in  the  Teaching  of  English." 
Mr.  F.  II.  Boren,  Lindsay. 

Discussion   led  by   Mr.   G.   A.   Bond,   Santa   Cruz,  and   Mr.   A.   J.   Cloud, 
San  Francisco. 

Address:  "Some  Needed  Legislation  Affecting  the  High  School." 
Dr.  E.  R.  Snyder,  Commissioner  of  Vocational  Education. 

General  Discussion  led  hy  ]\lr.  E.  M.  Co.x,  Oakland,  and  Mr.  W.  A.  Dunn, 
Los  Angeles. 

Reports  of  Committees. 
Unfinished  Business. 
Adjournment. 


CALIFORNIA    HIGH    SCHOOL    I'KINCll'AI.S. 


THE  CONVENTION'S  WORK  IN  REORGANIZING  SECONDARY 

EDUCATION. 

^\'ll.l,  ( '.    W'ooii.   ( 'niiiiiiissiuiici-  of   Sfcoinlaiy    Silmids. 

In  oponiii^'  tlii.s  sccoiul  niimial  eoiivcntioii  oF  liigh  scliool  principals. 
I  wish  to  congratulate  the  high  school  people  oF  California  on  the 
excellent  progress  of  secondary  education  during  the  last  year.  In 
addressing  you  at  Fresno  in  December.  1916,  T  spoke  of  the  remarkable 
development  of  the  higii  school  in  California  during  the  last  two  dec- 
ades, and  ventured  the  belief  that  we  stood  on  the  thresliold  of  even 
greater  development.  However,  none  of  us  realized  at  that  time  tlu^ 
strength  and  sweep  of  the  current  that  had  already  set  in.  In  number 
of  pupils  enrolled,  the  high  schools  of  California  increased  during  the 
last  year  from  76.000  to  06.000.  It  is  significant  that,  of  the  20,000 
additional  pupils,  12,000  are  in  the  evening  high  schools.  In  fact,  the 
enrollment  in  these  schools  has  almost  doubled.  Quite  as  significant, 
however,  is  the  growth  of  8.000  in  the  enrollment  of  the  day  high 
schools,  wJiich  is  by  far  the  greatest  growth  in  the  history  of  the  state. 
When  we  contemplate  the  fact  that  the  growtli  in  the  day  high  schools 
exceeds  by  1,000  the  total  growth  in  the  elementary  schools  during  the 
same  period,  we  realize  that  the  high  school  is  not  only  attracting  more 
of  the  graduates  of  the  elementary  schools,  but  also  holding  them  for  a 
longer  period.  As  we  study  these  figures  which  indicate  the  develop- 
ment of  secondary  education  in  the  state,  we  are  justified  in  the  hope 
that  the  high  school  is  finding  its  real  place  in  the  scheme  of  democratic 
education,  and  that  ere  long  the  institution  in  which  we  are  working 
will  be  recognized  generally  as  an  integral  and  indispensable  part  of 
the  common  school  system  of  the  state. 

While  most  of  the  growth  is  due  undoul)tedly  to  the  sound  organiza- 
tion of  our  secondary  school  system  and  to  recent  legislation  which  has 
stimulated  the  reorganization  and  broadening  of  courses  of  study  to 
meet  current  demands.  I  am  convinced  that  tlie  liigh  school  principals' 
convention  will  be  the  most  potent  single  factor  in  bi-inging  about  the 
further  reorganization  that  is  necessary  if  we  are  to  realize  the  ideal 
of  more  general  and  more  efficient  secondary  education.  1  would  not 
discount  the  value  of  official  educational  leadership  in  the  solution  of 
the  great  problems  with  which  we  are  confronted,  l)ut  1  believe  very 
strongly  that  in  solving  these  problems  the  secondary  schools  of  Cali- 
fornia need  government  by  stimulation  rathei-  than  government  by 
authority.  Under  present  laws,  it  is  possible  for  the  State  Hoard  of 
Education  to  adoi)t  regulations  governing  courses  of  stmly,  the  selection 
of  textbooks,  and  even  the  internal  organization  of  the  high  schools, 
that  would  result  in  formal  and  rigid  standardization  of  high  schools 
throughout  the  state.     That  tlie  board  has  no  desire  to  do  so  is  indicated 


1(J  rROCEEDINGS    01'    CONVENTION 

in  its  attitiule  towai-d  logislation  having  for  its  purpose  the  adoption 
of  a  series  of  textbooks  for  uniform  use  in  the  high  schools  of  California. 
It  has  stood  firmly  and  steadfastly  against  the  plan  of  uniformity.  "We 
can  not  escape  the  fact,  however,  that  there  is  abroad  in  the  state  a 
feeling  that  the  high  school  should  "find  itself,"  and  that  if  it  does  not 
succeed  in  finding  itself,  some  public  agency  must  assume  the  function 
of  .standardization.  In  authorizing  this  convention,  the  legislature  has 
given  the  high  school  people  an  opportunity  to  discuss  problems  of 
administration  and  organization  to  the  end  that  we  may  have  not  only 
greater  community  of  interest  but  also  greater  community  of  action. 
It  is  the  hope  of  the  state  board  that  this  convention  will  suggest  from 
time  to  time  such  regulations  as  it  may  deem  wise,  so  that  the  state 
board  may  make  the  consensus  of  opinion  in  the  convention  the  basis 
of  any  regulations  it  may  adopt,  or  any  legislation  it  may  recommend. 
In  this  way  the  convention  may  become  that  potent  factor  in  the 
development  of  secondary  education  that  its  creators  intended  it 
should  be. 

The  high  school  principals'  convention  has  alread,y  exerted  its  influ- 
ence in  behalf  of  better  high  school  organization.  I  should  estimate 
that  as  a  result  of  the  discussion  at  Fresno  approximately  one-fifth  of 
the  high  schools  have  reorganized  their  study  plans  on  a  better  basis. 
The  exchange  of  ideas  on  the  keeping  of  records  and  reports  has  resulted 
in  better  organization  of  the  principal's  office.  In  many  schools  there 
has  been  more  intelligent  management  of  student  activities.  I  can 
not  refrain  from  recalling  the  recommendations  of  the  Fresno  conven- 
tion and  stating  what  has  been  done  to  make  them  effective.  The 
recommendation  that  the  State  Board  of  Education  maintain  the  policy 
of  holding  one  state  convention  rather  than  four  district  conventions, 
has  been  adopted.  The  recommendation  that  the  school  laws  be  codi- 
fied is  in  process  of  fulfillment,  but  only  a  partial  codification  can  be 
attempted  at  the  coming  session  of  the  legislature.  The  State  Board 
of  Education  has  made  effective  the  suggestion  that  all  high  school 
certificates  granted  to  inexperienced  candidates  be  made  probationary 
for  the  first  two  years  of  service.  As  recommended  by  the  convention, 
the  University  of  California  has  established  a  higher  professional 
degree  in  education,  and  a  liilj  will  be  introduced  at  this  session  of  the 
legislature  providing  adequate  funds  for  a  practice  school  for  teachers- 
in-traiiiing  at  the  state  university.  As  a  result  of  the  convention's 
recommendation,  a  better  plin  for  liaiidling  lil)rnry  funds  will  be 
presented  at  this  meeting.  A  bill  i)n.vi(ling  for  a  plan  of  visual 
edueulion  fur  th«'  <'ntire  state  has  been  pi-epared  and  will  be  introduced 
at  the  cdming  session  of  tlu;  legislature.  The  Smith-Hughes  bill,  pro- 
viding national  aid  f(.r  voeational  education,  which  the  convention 
indorsed,    will   probably   be   a  law   within    thirty   days.     The  plan   of 


CALIFORNIA    llinil    SCIIOOI,    PRINCIPALS.  11 

adopting  a  scrios  of  textbooks  for  imifonn  use  in  tlio  high  schools  of 
the  state,  which  the  convention  opposed  so  vigorously,  will  not,  in  my 
judgment,  be  recounncndcd  l)y  tlic  s]icciai  coiiimillcc  of  the  legislature 
appointed  to  investigate  the  |>lan,  and  eonseiiucntly  will  not  be  enacted 
into  law.  The  entire  program  outlined  by  the  eonnuittee  on  resolutions 
at  Fresno  has  been  adopted  oi"  is  in  ])i'()cess  of  adnplion  b\  thnsf  lo 
whom  it  was  recommended.  1  am  sure  that  no  other  teachers'  con- 
vention in  California  has  liad  its  program  of  constructive  work  accepted 
so  speedily  and  so  expeditiously. 

In  making  tlie  program  of  this  convention,  1  have  included  the  topics 
suggested  most  frequently  in  the  replies  to  my  questionnaire.  While 
the  program  of  the  convention  must  always  include  the  topics  which  the 
])rineipals  deem  most  timely  and  in  need  of  discussion,  I  wish  to  suggest 
the  desirability  of  undertaking  certain  work  which  will  continue  over 
a  period  of  years.  Any  constructive  program  in  secondary  education 
must  be  based  upon  careful  investigation  and  discussion;  it  must  not 
lie  pedantic,  nor  narrowly  empirical  nor  impressionistic.  It  must  be  a 
program  of  co-operative  investigation  having  for  its  purpose  the 
development  of  a  plan  of  co-operative  achievement.  I  trust,  therefore, 
that  the  suggestions  I  offer,  looking  toward  the  development  of  a 
constructive  program  in  future  conventions  will  appeal  to  you  as 
worthy  of  consideration. 

I  am  sure  all  of  you  must  be  impressed  with  tlie  increasing  need  for 
certain  fundamental  readjustments  within  the  field  of  secondary  educa- 
tion. Until  recently  we  have  regarded  secondary  education  as  practi- 
cally synonymous  with  high  school  education.  However,  we  are  coming 
to  realize,  in  the  light  of  modern  psychology  and  present  social  needs, 
that  the  word  "secondary"  applies,  not  to  a  single  four-year  institution, 
but  to  an  eight-year  field  of  education  whose  lower  limit  is  the  begin- 
ning of  the  seventh  year  and  whose  upper  limit  is  the  end  of  the 
fourteenth  year.  The  lower  limit  is  the  point  where  the  pupil,  having 
possessed  himself  of  the  working  tools  of  knowledge,  begins  prevoca- 
tional  work  or  certain  other  courses  which  have  heretofore  been 
regarded  as  strictly  high  school  work.  The  upper  limit  is  the  point 
where  the  student,  having  completed  a  reasonable  amount  of  founda- 
tional work,  begins  to  specialize  in  professional  or  other  higher  courses. 
The  field  between  these  limits  is  the  field  of  adolescent  or  secondary 
education  with  which  we  are  especially  concerned. 

California  is  responding,  more  rapidly  than  some  of  us  realize,  to  the 
conception  of  an  eight-year  field  of  secondary  education.  The  law 
permitting  communities  to  establish  junior  colleges  was  enacted  in  1907, 
and  the  law  legalizing  the  intermediate  school  and  providing  a  method 
for  extending  it  to  union  high  school  districts  was  enacted  in  1915. 
At  the  coming  session  of  the  legislature  a  comprehensive  bill,  providing 


]:.>  PROCEEDINGS   OF    COXVENTIOX 

for  tlio  orjraui/ation  ami  iiuiiiitt^naiu't'  of  junior  colleges,  will  probably 
In-  I'liattetl.  Tlic  biw  relating  to  the  intermediate  school  prol)ably  will 
be  aniemled  so  that  small  high  sehool  districts,  with  tlie  consent  of  the 
I)eople.  may  take  over  the  seventh  and  eighth  grades.  Both  the  inter- 
meiliate  sehool  and  junior  college  movements  are  gaining  momentum 
rapidly.  In  .such  circumstances  it  is  very  important  that  we  begin  to 
consider  carefully  the  readjustments  made  necessary  by  the  adoption 
of  tlie  eight-year  i)liin  of  secondary  education. 

It  would  seem,  at  first  blush,  that  the  reorganization  of  the  system  on 
tile  eight-year  basis  is  quite  as  simple  as  adding  a  second-.story  flat  to 
one's  dwelling,  or  raising  the  dwelling  and  constructing  a  flat  in  the 
basement.  Those  who  have  had  experience  with  intermediate  schools 
and  junior  colleges  will  challenge  any  assurance  regarding  the  sim- 
plicity of  reconstruction.  Tiiey  will  tell  you  that  the  stairway  from 
the  intermediate  school  on  the  basement  floor,  instead  of  coming  up 
into  the  hallway,  as  all  good  stairways  should  do,  frequently  leads 
right  out  into  the  pantry,  or  even  into  the  well-ordered  living  room  of 
the  high  school.  The  people  in  the  intermediate  sehool  will  tell  you 
that  the  high  school  people  on  the  second  floor  will  not  allow  their 
chimney  to  be  connected  with  the  flue  above,  and  in  consequence,  they 
are  .sometimes  '\smoked  out,"  to  their  discomfiture.  Only  recently 
the  junior  college  people  awoke  to  find  their  apartments  so  full  of 
smoke  that  they  suspected  their  house  was  afire.  It  turned  out,  how- 
ever, that  someone  in  the  university  flat  above,  with  innocent  intent, 
had  thrown  a  handful  of  powder  down  their  chimney.  All  this  has 
<-ome  about  l)ecaiLse  the  dwellers  in  each  flat,  though  they  were  ambitious 
for  a  more  pretentious  home,  are  averse  to  moving  their  furniture  or 
changing  the  arrangement  of  their  homes.  It  would  seem  that  the 
time  is  opportune  for  getting  together  and  planning  the  readjustments 
that  arc  necessary  to  make  tlic  new  sti'ucture  more  convenient  for  all 
concerned. 

This  convention,  through  committees  appointed  for  the  ])urpose,  may 
n-mh'r  the  secondary  school  system  a  real  and  lasting  service  by  study- 
ing and  discussing,  not  academically,  but  in  the  light  of  experience, 
the  fundamental  problems  of  reorganization.  Shall  we  have,  in  Cali- 
fornia, a  three-year  intermediate  school,  followed  by  a  three-year  high 
school  an<l  a  Iwo-year  junior  college?  Or  shall  we  have  a  four-year 
intermediate  school  embracing  yeai-s  seven  to  ten,  inclusive,  followed 
by  a  four-year  high  school  embracing  years  eleven  to  fourteen,  inclusive? 
Or  .shuli  we  have  dift'erentiated  courses  in  the  last  two  grades  of  the 
elementary  scho(j|.  followed  by  a  si.\-year  high  school?  Or  shall  we 
have  a  si.\-year  high  s<'h(Mjl,  embracing  years  seven  to  twelve,  inclusive, 
followed  by  a  two-year  junior  college?  Or  does  it  matter  very  much 
how   the  several   institutions  occupying  the  secondary  school  field  are 


CALIFORNIA    IITGII    SCHOOL    PRINCIPALS.  13 

organized  witli  rcsjxH-t  to  Ncars  of  work  incliidcd?  If  we  ajji-cc  upon 
The  types  of  institutions  lUM-dcd.  wliat  shall  he  the  aim  of  each  whicli 
will  diffeivntiate  it  from  the  others.'  What  shall  he  the  nature  of  its 
organization,  and  how  shall  the  work  of  the  several  institutions  he 
articulated?  What  shall  he  the  coui-sc  of  study  in  each  institution,  and 
what  credit  shall  he  given  hy  the  institution  ahove  for  work  done  in  the 
institution  helow?  These  are  only  a  few  of  the  i)rohlems  of  readjust- 
ment in  the  field  of  secondary  education  which  we  must  carefully  con- 
sider, if  the  ri'organization  now  in  proc«^ss  is  to  he  permanent  and 
progressive. 

Another  phase  of  school  organization  desei'ving  of  careful  considera- 
tion is  that  of  educational  measur-enients.  In  recent  years  we  have 
ahaudoned  the  examination  as  a  test  of  the  pupil's  progress,  and  have 
adopted,  instead,  the  rating  of  the  teacher  given  on  the  basis  of  recita- 
tions and  occasional  tests.  We  are  coming  to  realize,  however,  that 
teachers'  marks  frequently  do  not  mean  very  much.  Recent  investiga- 
tions made  by  Professor  Dearborn  of  the  University  of  Wisconsin,  and 
Dr.  Finkelstein,  have  revealed  how  fallible  are  the  marks  given  hy 
teachers.  Dr.  Finkelstein  reproduced  by  plates  two  papers  written  by 
two  pupils  at  the  end  of  the  first  year's  work  in  English.  These  two 
papers  were  marked  by  142  teachers  of  first-year  p]nglish  according  to 
the  practices  and  standards  of  their  respective  schools.  The  range  of 
variation  in  the  marks  given  was  tremendous.  For  one  of  the  papers. 
tlie  lowest  mark  was  64  and  the  highest  98.  Nineteen  teachers  marked 
the  paper  80  or  lower,  and  fourteen  marked  it  95  or  higher.  In 
mathematics  the  variation  in  marks  was  even  greater  than  in  English. 
The  paper  was  marked  by  118  teachers.  Of  this  number  47  gave  a 
passing  grade  or  better,  and  71  gave  less  than  a  passing  grade  for  the 
paper  submitted.  Twenty  teachers  marked  the  paper  less  than  60. 
and  twenty  marked  the  paper  above  80.  It  was  also  found  that  when 
teachers  were  asked  to  regrade  papers  after  a  sufficiently  long  interval, 
the  second  mark  sometimes  differed  as  much  as  ten  or  fifteen  points 
from  the  first  mark. 

When  we  consider  the  fact  that  pupils  are  obliged  to  repeat  work  on 
the  basis  of  teachers'  marks,  we  realize  the  importance  of  this  problem. 
Pupils  are  advanced  from  year  to  year,  are  graduated  and  recommended 
to  the  university,  on  the  basis  of  teachers'  marks.  And  teachers' 
marks  for  the  same  paper  vary  35  to  40  points!  It  would  seem 
that  there  is  need  for  devising  a  plan  of  educational  measurements 
that  will  evaluate  more  clearly  and  .jnstly  the  work  of  the  pupils. 
Examinations  will  not  overcome  the  difficulty,  since  examination  papers 
will  be  graded  with  corresponding  variation.  Fortunately  a  beginning 
has  been  made  in  working  out  standard  tests  which  will  overcome  this 
variation.     The    Hillegas-Thorndike    scale    and    the    Harvard-Newton 


14  PROCEEDINGS   OF    CONVENTION 

soale  in  En*rlisli  foinposition,  the  Ku^^'  scale  in  free-hand  lettering,  and 
the  Starch  scah's  in  Latin,  (lennan,  French  and  physics,  offer  sng- 
{jostions  in  working'  toward  a  solntion  of  the  pi-ol)leni.  The  prin- 
cipals of  California  hiirh  schools  could  not  undertake  a  work  more 
fruitful  and  hcneficial  than  an  investigation  of  the  reliability  of 
teachers'  marks  and  of  standai-d  scales  for  evaluating  the  work  of 
pupils  and  classes. 

The  third  and  last  group  of  probh'iiis  1o  which  I  woidd  call  attention 
is  that  concerning  courses  of  study.  During  the  last  year  I  have  made 
an  analysis  of  California  courses  of  study,  and  I  realize,  far  better 
than  before  the  analysis  was  made,  the  need  for  careful  consideration 
of  this  problem.  We  have  no  established  and  generally  accepted 
constants  or  minimums  in  our  courses  of  study.  Each  school  prescribes 
its  own  miniinums  and  fixes  its  own  requirements  for  graduation,  conse- 
quently diplomas  of  graduation  vary  greatly  in  their  meaning.  I 
believe  that  the  time  has  come  for  discussing  the  prescription  of  certain 
constants  or  minimums  in  our  courses  of  study. 

In  considering  this  problem  it  is  well  to  keep  in  mind  our  experience 
in  organizing  courses  of  study.  Shortly  before  1890  we  gave  up  the 
single-track  curriculum  and  adopted  a  three-track  curriculum,  includ- 
ing the  classical,  scientific  and  commercial  courses.  In  1893  there 
appeared  the  report  of  the  famous  Committee  of  Ten,  of  which  Presi- 
dent Eliot  was  chairman.  This  report  contained  the  recommendation 
that  courses  of  study  be  organized  about  nine  prescribed  ''constants" — 
three  of  English,  two  of  mathematics,  two  of  foreign  language,  one  of 
liistory  and  one  of  science.  This  plan  offered  considera])le  opportunity 
for  election.  Within  a  short  time,  however,  a  considerable  number  of 
high  schools  abandoned  the  plan  of  "constants,"  except  the  require- 
ment in  English,  and  organized  their  courses  on  a  purely  elective  basis. 
It  was  urged  that  the  high  school  is  an  institution  in  which  the  pupil 
should  be  given  the  fullest  opportunity  to  "find  himself,"  and  that 
the  best  and  most  direct  way  for  the  pupil  to  "find  himself"  is  to 
follow  the  line  of  his  interests.  We  have  w^orked  under  this  plan  long 
enough  to  find  its  limitations.  We  have  found  that  for  a  considerable 
juimber  of  pupils  the  line  of  their  interests  is  the  line  of  lea.st  resistance. 
The  plan  has  failed  to  secure  a  proper  balance  between  interest  and 
effort.  It  has  also  failed  to  assist  many  worthy  students  to  find  them- 
selves soon  enough.  A  short  time  ago  I  visited  a  school  in  which  the 
eleelive  plan  was  still  in  vogue.  A  fine-looking  eighteen-year-old  boy 
liad  called  at  the  office  and  informed  the  new  principal  that  he  wanted 
lo  shape  his  fourth-year  course  so  that  he  could  enter  the  university. 
After  three  years  in  the  elective  system  he  thought  he  had  "found 
himself."  'i'he  principal  looked  over  his  card  and  informed  him  that 
lie  had  just  five  units  of  work  for  which  he  could  be  recommended  to 


CAIJKORNIA    1I10H    SCIIOOI;    I'ltlNCl  I'M  ,S. 


ir> 


tlie  university.  Tie  had  elected  loo  many  courses  of  the  "hiast  resist- 
ance" kind.  When  lie  was  informed  that  he  must  spend  at  least  two 
years  in  high  school  before  he  could  be  i-ecommended.  he  reversed  the 
decision  he  had  made;  he  decided  he  woidd  not  jyo  to  college,  so  he 
took  his  books  and  went  home.  He  had  "found  himself"  too  late.  In 
such  circumstances  we  may  well  raise  the  paradoxical  riuestion:  "What 
is  the  use  of  a  boy's  'finding  himself,'  if  in  doing  so  he  'loses  himself?" 
This  is  only  one  of  numerous  instances.  While  the  school  should 
provide  opportunity  for  the  i)upil  to  "find  himself"  it  should,  with 
equal  eare,  provide  educational  guidance  that  will  keep  the  pupil  from 
"losing  himself."  I  am  of  the  opinion  that  the  kind  of  educational 
guidance  that  is  most  available  and  most  easily  administered  is  that 
embodied  in  eurrieuhniis  arranged  about  a  group  of  foundational 
subjects  or  constants. 

In  my  last  biennial  report  which  was  mailed  to  each  of  you  a  few 
weeks  ago,  I  have  outlined  a  scheme  of  organization  which  includes 
three  chief  elements.  The  first  suggestion  is  that  in  all  high  schools 
16  units  of  work  shall  be  required  for  graduation.  The  second  sug- 
gestion is  that  eight  units  shall  be  prescribed  in  English,  foreign 
languages,  mathematics,  history  and  natural  science,  including  a  mini- 
mum of  two  units  of  English,  one  unit  of  American  history  and  civics, 
and  one  unit  of  science.  This  entire  group  of  eight  units  may  be 
designated  the  group  of  foundational  subjects;  the  four  prescribed 
units  within  the  group  of  foundational  subjects  may  be  designated  the 
constants;  and  the  remaining  four  units  in  the  group  of  foundational 
subjects  may  be  designated  the  variable  foundational  subjects  or  vari- 
ables. The  third  suggestion  is  that  the  remaining  eight  units  be  elect- 
ive, with  the  sole  restriction  that  the  pupil  must  elect  his  work  so  that 
he  will  have  a  three-unit  group  in  each  of  two  subjects,  including  the 
foundational  subjects,  and  a  two-unit  course  in  at  least  one  other 
subject.  The  fourth  suggestion  is  that  the  pupil  be  required  to  take 
at  least  two  units  in  the  group  of  foundational  subjects  during  each  of 
the  first  two  years. 

Under  the  plan  proposed,  a  pupil  may  omit  all  work  in  mathematics 
provided  he  puts  the  time  thus  saved  on  the  other  foundational  subjects. 
He  may  omit  all  work  in  foreign  languages,  but  he  must  elect  so  much 
more  of  English  or  mathematics  or  history  or  science.  The  accept- 
ability of  the  plan  would  seem  to  depend  upon  two  main  questions: 
First,  are  we  justified  in  recjuiring  eight  units  of  work  in  the  group 
of  foundational  subjects;  and  second,  should  the  four  constants  sug- 
gested be  required  of  all  pupils  ?  I  have  submitted  the  plan,  without 
comment,  in  my  report,  as  a  basis  for  discussion  in  future  conventions. 
I  trust  you  will  feel  free  to  criticize  it,  or  suggest  changes  in  it,  or 
reject  it  altogether.     In  case  it  is  rejected,  however,  I  would  request 

2— 313S1 


Ifi  PROCEEDINGS   OP    CONVENTION 

that  tlie  convention  sulmiit  an  alternative  plan,  since  the  State  Hoard 
of  Edncation  must  adopt  some  standard  accordino:  to  wliicli  it  will 
approve  or  disapprove  of  courses  of  study  sul)iuitlt'(l  hy  the  various 
liigh  schools  of  the  state. 

Before  closing  this  discussion  of  the  course  of  stuily  1  wish  to  suggest 
tlie  desirability  of  considering  plans  for  reorganizing  the  content  of 
the  coui-ses  of  study  in  certain  subjects.  Heretofore  we  have  been 
guided  very  largely  in  our  selection  of  the  content  of  the  various 
courses  by  the  reciuirements  for  admission  to  the  state  university.  1 
mean  no  disparagement  of  these  requirements  when  I  suggest  that  we 
need  not  accept  them  as  on  parity  with  the  Ten  Commandments.  I  am 
of  the  opinion  tliat  the  university  does  not  desire  that  we  consitler  them 
in  the  light  of  the  law  of  .Nledes  and  Persians.  The  university  recog- 
nizes that  it  is  quite  competent  to  prescribe  requirements  for  admission 
])ased  upon  the  needs  of  that  institution.  However,  tlie  high  school 
people  may  speak  with  equal  confidence  concerning  the  needs  of  society 
generally,  and  of  the  community  especially.  It  is  suggested,  therefore, 
that  the  seliool  people  of  California,  in  this  convention,  or  through 
some  other  organization,  shall  consider  the  content  of  the  several  courses 
of  study  and  suggest  such  modifications  as  may  appear  desiral)le.  Two 
years  ago  the  California  Association  of  Teaeliers  of  English  worked  for 
.some  time  on  the  course  of  study  in  English,  with  the  result  that  tlie 
course  suggested  and  adopted  is  far  better  than  the  old  course.  Plans 
for  reorganizing  other  courses  are  now  being  discussed  in  teachers' 
organizations,  it  would  seem  very  desirable  tliat  these  suggestions  be 
presented  and  discussed  at  the  principals'  convention  before  they  are 
linally  adopted.  The  matter  of  reorganizing  tlie  content  of  courses  of 
study  must  command  careful  attention  during  the  next  two  or  three 
years.  J  understand  that  the  C'ommittee  on  Reorganization  of  Second- 
ary Kilucation  appointed  by  the  National  Educational  Association  will 
I»resent  its  final  report  at  the  meeting  of  the  Department  of  Superin- 
tendence in  February.  This  report  will  undoubtedly  intiuence  sec- 
ondary education  throughout  the  nation  in  greater  degree  than  any 
report  since  the  famous  Keport  of  the  Committee  of  Ten  in  189;}.  It 
wouhl.  therefore,  seem  eminently  desirable  that  we  give  some  time  to 
Ihe  consideration  of  problems  of  the  content  of  the  various  courses  in 
future  conventions.  Such  problems  as  these,  and  the  others  1  have 
mentioned,  may  best  lie  studied  and  i)i-es('ii1ed  by  commitlces  (if  the 
••onvention  apjminted  \\tv  tiiat  ])urpase. 

1  realize  that  tlie  j»ro^M-am  1  have  outlined  is  an  ambitious  one.  How- 
ever, it  is  proj)orti(>ne(l  somewhat  to  our  responsibility  as  administrators 
of  the  state's  secondary  schools.  The  gi-owth  of  enrollnieiit  in  the 
wcondary  school,  the  increasing  jiopiilarity  of  evening  high  schools,  the 
deiiianij   for  vo«-ational  training.  IIk-  steady  pressure  of  society  upon 


CALIFORNIA    HIGH    SCHOOL   PRINCIPALS.  17 

the  secondary  school,  and  llic  uiii)ai'all«'l<'d  wiHin.micss  of  the  j)uhlie  lo 
support  the  higli  schools  of  the  state,  all  mean  that  the  people  of  this 
most  democratic  commonwealth  in  America  have  faith  in  the  work  we 
are  doing  and  in  our  ability  to  reorganize  onr  schools  to  meet  the  needs 
of  advancing  democracy.  They  are  coming  to  realize  that  the  common 
school  system  of  the  state  nnist  extend  beyond  the  period  of  graduation 
from  the  elementary  school.  Secondary  education  is  becoming  common 
education  because  it  is  necessary  to  s\istain  the  life  of  democracy.  In 
no  other  state  is  faith  in  secondary  education  stronger  than  it  is  in 
California.  We  are  therefore  under  obligation  to  arise  to  the  responsi- 
bility that  this  faith  imposes  upon  us. 

Just  a  few  words  in  closing  concerning  the  place  of  secondary  educa- 
tion in  an  American  state.  There  was  a  time  in  the  history  of  our 
country  Mdien  a  knowledge  of  the  three  R's  seemed  sufficient  education 
for  the  average  citizen.  It  was  in  the  days  when  families  dwelt  far 
from  one  another;  when  each  family  was  an  economic  unit,  raising 
l)ractieally  all  its  food  and  making  all  its  clothing  from  the  raw  mate- 
rials produced  on  the  farm.  Those  were  the  days  when  the  greater 
part  of  business  was  l)arter  and  the  only  important  industries  were 
agriculture  and  home  manufacture  of  articles  used  by  the  family. 
Those  were  the  days  Avhen  men  saw  little  of  one  another,  when  the  only 
world  in  which  the  average  man  was  interested  was  that  which  lay 
within  a  narrow  radius.  In  consequence,  our  forefathers  developed 
an  intense  individualism  which  strongly  tinged  our  early  democracy. 
In  matters  of  government  it  found  its  best  expression  in  the  words  of 
Thomas  Jeflt'erson,  who  declared  that  the  best  form  of  government  is 
that  which  governs  as  little  as  possible.  In  economic  relations  it  found 
expression  in  the  doctrine  of  laissez  faire.  It  was  a  time  when  men 
were  free  to  make  themselves,  and  if  they  failed  in  the  making  it  was 
nobody's  business  but  their  own.  It  was  a  fine  democracy  for  the 
time,  but  it  could  not  outlive  the  conditions  which  led  to  its  being. 

During  the  last  century  our  conception  of  democracy  has  changed. 
We  are  no  longer  a  nation  of  homestead  owners.  AVe  are  a  great 
industrial  and  commercial  people.  More  than  half  of  us  are  living 
within  thirty  feet  of  our  neighbor's  home,  and  many  of  us  much  closer. 
The  family  is  no  longer  economically  independent.  In  a  remarkable 
degree  we  are  dependent  upon  one  another.  Our  daily  tasks  bring 
us  in  touch  with  hundreds  of  people.  Recently,  when  a  great  strike 
threatened  to  rupture  the  arteries  of  commerce,  we  appealed  frantically 
to  the  government  to  save  us  from  impending  hunger.  So  closely  are 
our  interests  associated  that  a  shake  in  the  corn  market  sends  a  shiver 
throughout  the  body  of  our  nation.  In  consequence,  our  individualistic 
democracy  has  given  way  to  a  great  social  and  industrial  democracy. 
Our  motto  is  no  longer  "Let  me  alone  so  tbat  1  may  work  out  my  own 


IS  PROCEKDINOS    (IP    CONVKNTION 

Milvatioii."  Thr  iiintt(»  cf  our  Iwcntietli  eoiitury  democracy  is  "Let  us 
co-operate,  tliat  we  may  attain  a  common  salvation  and  a  common 
ir«'ud."'  Our  frovernment  is  no  lon.u:er  concerned  only  with  problems 
from  which  it  can  not  escape;  it  is  enoraped  in  fostering  great  enter- 
pi-iscs,  in  regulating  other  enterprises  for  the  eonnnon  good  and  in 
undertaking  enterprises  such  as  rural  credits  and  vocational  educa- 
tion, hecause  these  enterjirises  are  necessary  for  the  development  of 
the  nation. 

A  nation  composed  of  a  hundred  million  individuals  closely  associated 
in  all  the  activities  of  life  and  dependent  upon  one  another  demands 
a  system  of  education  that  will  prepare  men  and  women  to  be  socially 
i-fficient.  It  demands  training  for  co-operation — training  that  will  pre- 
pare the  youth  of  the  land  to  fit  into  the  most  complex  social  and 
industrial  system  that  the  world  has  known.  It  demands  a  system  that 
will  guarantee  to  each  youth  a  fair  chance  to  become  the  most  efficient 
and  happiest  worker  to  which  his  native  abilities  and  ambition  entitle 
hi  111.  It  demands  a  training  that  will  make  the  individual  broad- 
minded  and  social-minded.  The  future  American  will  not  think  in 
terms  of  family  oi-  comnninity  life,  bnt  in  terms  of  national  and  world 
life.  The  three  H's  are  not  sufKcient  to  meet  this  demand;  an  elemen- 
tai-y  scIkmiI  training  is  not  sufficient  to  meet  it.  The  oidy  in.stitution 
that  <'an  meet  the  demand  and  meet  it  adequately  for  the  great  majority 
of  future  Americans,  is  the  secondary  .school — a  bigger,  broader  and 
better  institution  than  the  one  we  know,  but  one  whose  foundation  has 
lieen  laid  and  which  is  now  in  process  of  reconstruction.  The  question 
confronting  the  American  people  is  not  "Can  we  afford  a  bigger, 
broader  and  Ix-tter  .secondary  school  system?"  It  is  "Can  we  afford  to 
lie  without  such  a  system?"  It  is  because  our  work  is  w^orthy  and  our 
responsibility  great,  that  I  have  made  these  suggestions  for  common 
service,  not  in  the  interest  of  the  present  moment,  nor  in  the  interest  of 
ourselves,  but  in  the  interest  of  that  greater  democracy  on  whose 
Ihreshohl  we  .-ii-e  privileged  to  stand. 


CALIFORNIA    HIGH   SCHOOL   PRINCIPALS.  19 

SUGGESTED  MODIFICATIONS  OF  THE  REQUIREMENTS  FOR 
ADMISSION  TO  THE  STATE  UNIVERSITY. 

Harry    M.    Shafer,  Principal   Hanford   High   School. 
I.      Introductory. 

In  1899  Colcuel  Franels  W.  l^arkcr  of  Chicago  delivered  a  series 
of  addresses  before  teachers'  associations  in  eastern  Massachusetts. 
With  the  keenest  of  satire  he  ridiculed  the  admission  plan  of  colleges 
and  universities,  that  only  he  who  could  sit  at  a  desk  a  series  of  hours 
and  correctly  answer  sets  of  questions  placed  before  him,  was  prepared 
to  enter  college.  lie  pictured  the  president  of  Harvard  University 
standing  with  his  eye  to  the  crack  of  the  slightly  opened  door  and 
receiving  most  cautiously  each  grade  and  manuscript  of  each  candidate. 
Only  he  who  possessed  the  necessary  per  cents  in  each  subject  was 
worthy  of  any  consideration  whatever. 

A  year  or  two  prior  to  the  same  date  the  first  conference  between  high 
school  principals  and  the  state  university  was  held  at  the  University  of 
Illinois.  Some  of  the  principals  asked  for  admission  of  high  school 
graduates  to  the  university  upon  their  records  made  in  high  school,  and 
they  also  requested  that  in  ease  a  higli  school  could  not  do  all  of  the 
required  work,  the  university  should  recognize  the  work  that  wa.s  com- 
pleted according  to  requirements. 

President  Andrew  Sloan  Draper  opposed  such  action,  while  Doctor 
Arnold  Tompkins  heartily  favored  it. 

At  the  present  time  the  institutions  that  do  not  employ  such  a  plan, 
or  one  even  more  liberal,  are  not  numerous.  Today  the  written  exam- 
ination is  used  as  a  test  for  promotion  only  in  those  communities  whose 
educational  advancement  has  been  retarded  for  one  reason  or  another. 

II.     The  liberal  policy  of  the  University  of  California. 

Many  years  the  University  of  California  has  been  much  more  liberal 
than  most  other  institutions  of  higher  learning.  In  some  respects  it 
has  been  in  the  lead. 

Eight  years  ago  President  Benjamin  Ide  Wheeler,  while  on  an 
Eastern  trip,  found  the  high  schools  and  colleges  of  that  region  involved 
in  a  serious  controversy  concerning  admission  requirements.  On  the 
way  home  on  a  Union  Pacific  train  he  remarked  to  a  group  of  people, 
of  whom  the  speaker  was  one,  that  the  University  of  California  would 
do  all  in  its  power  to  prevent  such  a  situation  arising  in  this  state. 

The  result  was  that  the  university  anticipated  the  problem,  met  the 
conditions  before  they  developed,  and  gave  a  great  impulse  to  popular 
higher  education.  Good  feeling  has  existed  between  the  high  schools 
and  the  university. 

Correlative:  The  most  conservative  part  of  the  school  system  of  a 
state  is  its  institutions  of  higher  learning.     Hence,  there  are  certain 


20  PROCEEDINGS   OF    COXVENTIOX 

probk-ms  for  disi-ussion   and   solutioji.   among   thoin,   the   question    of 
iK'odcil  cliangcs  in  admission  r(*(|uii'(*mt'nts. 

III.     A  few   fundamental   considerations,  stated    in   the   form   of  theses. 

1.  Before  the  i-volution  of  admission  requirements  can  proceed  much 
further  it  will  he  ncccs-ary  for  the  university  to  state  a.s  clearly  and  as 
eoneiscly  a.s  possilile  its  attitude  toward  the  junior  college.  The  two 
(juestions  are  closely  connected. 

2.  The  high  school  period  is  a  testing  time  as  well  a.s  ;i  training  time. 
We  can  not  be  sure  what  is  best  for  each  juipil  to  study. 

One  of  the  leaders  in  the  field  of  educational  ])sychology  in  the 
I'nited  States  di<l  not  hear  of  psyehology  until  his  sophomore  year  in 
college.  After  studying  it  a  few  months,  he  said:  "I  have  fouiul  my 
life  work.''  Many  students,  after  reaching  college,  find  that  they  have 
studied  too  narrowly.  They  lo.sc  much  time  in  attempting  to  make  a 
transfer  of  courses  of  prejiarati<;n  and  are  often  preventcMJ  from  doing 
the  thing  that  they  finally  have  found  themselves  adapted  to  do. 

^Fost  estimates  of  the  worth  of  subjects  are  obtained  by  eompai'ison 
and  evaluation  of  the  subjects.  Is  it  not  better  to  make  the  individual 
the  center  of  interest? 

'i.  lioys  and  girls  differ  .so  malei-ially,  ])oth  as  sexes  and  as  indi- 
viduals, that  no  one  subject,  with  the  ])ossible  exception  of  the  mothei- 
tongue,  is  essential  to  each  person. 

4.  During  the  adolescent  period  the  process  counts  for  more  than  the 
product.  The  pupil  who  turns  out  a  crude  product  sometimes  should 
be  ranked  higher  than  the  one  who  gets  a  more  finished  result;  his 
j)rogress  and  effort  may  have  been  greater. 

While  tutoring  at  Harvard  University  the  speaker  often  coached 
students  who  pa.ssed  the  examinations  with  A  or  B,  honor  grades,  and 
who  declared  they  knew  nothing  about  the  subject.  Anj'one  familiar 
with  their  .state  of  mind  could  readily  concur  in  their  opinion. 

5.  "Accept  anything  which  the  schools  do  well.  We  gain  more  in 
interest  in  life  problems  than  we  lo.se  in  academic  finish."  The  words 
of  the  dean  of  one  of  the  half  dozen  lai-gcst  universities,  one  that 
receives  generous  support  from  its  state,  as  well  as  large  appropria- 
tions. 

Note. — A  school  should  not  insist  on  cciisideration  unless  it  does  its 
work  w.-jj.  The  St;itr  l',o;ii(l  of  Ivhicalion.  the  Commissioner  of  Sec- 
ondary Kducjitioii.  ;iMil  tlir  university  can  join  efforts  in  improving 
situations. 

6.  In  ii  democracy.  ;ind  cspc<-i;illy  in  ;i  (jiinociacy  witii  ;i  hii-ge  innni- 
irraiit  popidation.  o|»porlunilies  for  education  should  be  as  free  as 
poK.siblc.  'i'oo  long  ;iii,|  i,„>  iiMicli  emplnisis  has  been  ])iaced  upon 
adniission  rc«|uirements.  Kvery  institution  sJK.nhl  be  far  more  par- 
ticular as  t(^  who  graduates  llian   as  to  wlio  enters. 


CAIilFORNIA    JIIGII    SCHOOL   PRINCIPALS.  21 

7.  It  is  as  iiiuc'li  a  quostioii  of  influence  cominj]^  to  a  seliool  and  to 
stiidoiils  through  knowing  they  can  go  to  college  as  of  those  who  actually 
go.  The  student  who  knows  his  Mork  will  admit  him  to  college  has 
dignity  added  to  that  work. 

8.  There  must  Ix'  mutual  study  of  both  sides  of  the  ])rol»IenL  Sec- 
ondary school  instructors  study  college  requirements,  courses  and 
phius.  It  is  hoped  that  college  instructors  study  such  questions  as 
these : 

(a)  Are  the  stvulents  prepared  for  us,  and  are  we  prepared  foi-  them, 
that  is,  do  we  and  our  work  meet  their  need? 

In  some  departments  of  the  l^iiiversity  of  Washington  the  high  school 
graduates  with  preliminary  training  in  the  high  schools  did  no  better 
Avork  than  did  those  without  such  training.  (See  School  Review,  Octo- 
ber. 1916.)  In  other  words,  "what  becomes  of  the  university's 
i-equired  or  reconuuended  preparatory  subjects?" 

(h)  Why  does  the  work  of  sonu'  students  slunq)  after  a  few  weeks 
college  residence? 

(r)  Has  the  student  any  right  to  know  from  the  beginning  the 
instructor's  system  of  judging  him? 

(d)  Does  my  instruction  stimulate  the  student's  enthusiasm  and 
action  on  his  present  level  of  thouglit  as  he  comes  to  me  from  the  high 
.school  ? 

(e)  Why  are  certain  freshman  courses  prescribed? 

(/)  How  is  a  freshman's  course  in  one  department  related  to  his 
courses  in  other  departments? 

9.  Personality,  attitude  of  mind,  and  character  should  be  given  more 
prominence. 

IV.  A  questionnaire  was  sent  to  one  hundred  principals  who,  in  various  ways, 
had  indicated  an  interest  in  the  question  of  admission  requirements. 
Suggestions  were  sought.  The  ones  most  commonly  mentioned  were 
as  follows: 

1.  There  should  be  no  question  whatever  as  to  credit  for  economics. 
It  deals  Avith  current,  live  problems,  M'ith  real  situations  that  confront 
every  citizen.  Questions  of  conservation,  i)roduction.  distribution, 
consumption,  land,  labor  and  capital  are  vital  to  the  life  of  the  indi- 
vidual and  of  the  nation. 

The  pupil  who  can  distinguish  Ix'tween  the  demagogue  and  the 
economist,  between  harangue  and  economic  thought,  is  on  the  way  to 
high  class  citizenship. 

2.  (a)   Increase  English  reciuirement  to  three  years. 

(b)  Give  regular  allowance  for  debating,  journalism,  oral  expres- 
sion, etc. 

(c)  Change  the  contents  of  English  1  and  English  14  along  the  line 
of  the  recommendations  made  bv  the  English  Teachers'  Association. 


22  PROCEEDINGS   OF    COI^'^ENTION 

(d)  A  person  may  submit  two  years  of  English,  one  year  of  Latin, 
and  one  year  of  German,  and,  other  things  being  equal,  receive  full 
matriculation;  whereas,  if  he  submit  four  years  of  English  and  no 
foreign  language,  he  will  be  deficient. 

3.  Make  foreign  language  elective. 

(a)  An  engineering  student  may  present  two  years  of  French,  but 
not  machine  shop,  forge,  foundry,  etc. 

(6)  Which  is  better  preparation  for  treating  a  wound  or  setting  a 
fractured  bone,  manual  training  or  foreign  language.  Often  the  latter 
e.\cludes  the  former. 

(c)  The  requirement  for  junior  certificate  forces  the  pupil  to  take 
another  four  years  of  Latin  or  an  unnecessarily  large  amount  of 
mathematics. 

4.  In  order  to  meet  requirements,  a  possible  engineer,  on  entering 
high  school,  must  decide  his  future  vocation ;  otherwise  he  will  be  likely 
to  fall  short  of  credits.  Is  this  not  asking  too  much  of  the  immature 
pupil  ? 

A  certain  youn^'  man  liad  compU^ted  three  years  of  work  in  liis  home 
high  school.  During  the  pa.st  summer  the  militia  company  to  which 
lie  belonged  was  ordered  to  the  INIexican  border.  While  in  the  service 
he  became  ti-emcndously  interested  in  engineering.  In  the  autumn  he 
returned  to  liis  iiigli  school  and,  in  his  senior  year,  is  confronted  with 
the  impossibility  of  preparing  for  admission  to  the  college  of  engineer- 
ing without  prolonging  his  secondary  education.  His  three  former 
yeai^s  in  higii  school  included  a  ])road  range  of  subjects,  and  were  too 
broad  for  engineering. 

"Suppose  a  high  school  boy  is  a  mechanical  genius,  and  elects  a 
numlier  of  courses  which  carry  him  on  in  the  line  of  his  interests  as 
far  as  possible  in  the  high  school.  He  then  desires  to  go  on  with 
engineering  work  in  the  university.  Under  present  admission  require- 
ments it  is  impossible  for  him  to  do  so." 

The  same  thing  is  true  in  a  variety  of  other  ways.  A  boy  or  a  girl 
whose  interests  are  strong  in  some  one  line  may  be  kept  in  high  school 
by  being  allowed  to  develop  one-sidedly,  and  just  at  the  time  wiien  he 
or  she  needs  the  broadening  influence  of  the  university,  the  university, 
under  pre.sent  conditions,  closes  its  doors. 

5.  (Jive  industrial  training  greater  consideration. 

6.  Link  up  high  school  commercial  departments  and  the  College  of 
Commerce. 

Present  rcfiuirements  for  admission  to  the  College  of  Commerce  are 
the  same  as  those  for  admission  to  the  College  of  Letters  and  Science. 
This  is  not  suited  to  meet  current  educational  needs. 

7.  Accept,  as  on  the  same  j)laue  as  chemistry  or  physics,  biology  and 
botany  given  in  second-year  laboratory  science. 


CALIFORNIA    HIGH    SCIIOOI,    I'KIXCIPALS.  23 

8.  Eliminate  mathematics  requirement  for  girls. 

9.  Those  who  are  to  pursue  agriculture  in  the  university  find  it  to 
their  disadvantage,  so  far  as  credits  are  concerned,  to  take  agriculture 
in  high  school.     Readjustment  is  needed  here. 

10.  Give  no  credit  or  all  credit  on  general  fitness  for  college  work. 
This  would  place  the  burden  of  rcsponsil)ility  upon  those  who  know  the 
ability  of  the  student. 

11.  The  "List  of  Preparatory  Subjects,"  as  given  in  tlie  literature  of 
the  university,  should  be  simplified  and  freed  from  technicalities,  so 
that  a  layman  can  readily  understand  it.  Parents  and  high  school 
students  should  have  direct  access  to  the  information  sent  out  from  the 
university;  but  the  "List,"  which  too  much  resembles  a  series  of 
examples  in  algebraic  factoring,  is  Greek  to  them.  A  large  per  cent 
of  high  school  teachers,  and  some  principals,  do  not  fully  understand  it. 
AVould  it  not  be  better  expressed  in  current  English? 

Since  high  school  work  is  measured  by  years  or  semesters  in  the 
California  high  schools,  wliy  should  it  not  be  so  measured  for  entrance- 
requirement  in  passing  fi'om  high  school  to  the  university? 

The  Carnegie  unit  is  employed  the  country  over  and  is  based  on  th.' 
same  plan.  Its  use  would  make  our  university  admission  unit  intelli- 
gible to  all  intei-ested  persons  throughout  the  nation. 

12.  In  order  that  there  may  be  a.s  rapid  progress  and  as  complete 
cooperation  as  possible  of  all  educational  interests  involved,  it  is  recom- 
mended that  a  joint  committee  of  six  or  more  members,  three  or  more 
university  professors  and  three  or  more  high  school  principals,  be 
constituted  to  recommend  a  plan  or  system  of  college  entrance  reciuire- 
ments. 

The  School  Review  for  December,  1916,  contains  a  timely  article 
entitled  "A  Studj^  of  the  Credit  Granted  to  High  School  Graduates." 
It  is  a  study  of  the  credits  actually  granted  for  college  entrance  to  32 
graduates  from  each  of  11  schools  located  in  or  near  Chicago.  The 
facts  finally  included  deal  witii  'M2  graduates  from  representative 
schools,  and  reveal  a  situation  which  is  probably  typical  of  most  sections 
of  the  country. 

"None  of  the  schools  graduates  a  .student  with  less  than  2.1  to  3 — 
almost  without  exception  3 — units  of  English,  a  somewhat  larger  pro- 
portion of  the  students  arc  graduated  with  4  than  ■with  3  units,  and  a 
small  percentage  are  graduated  witli  even  more. 

That  schools  are  breaking  with  tradition  in  the  requirement  of 
foreign  language  is  to  be  seen  in  the  fact  that  practically  10  per  cent 
of  the  students  are  graduated  without  any  credit  in  this  field.  The 
small  percentage  being  graduated  with  1  unit  may  reflect  a  practice  in 
some  of  these  schools  of  denying  credit  for  a  single  year  of  foreign 


24  PROCEEDINGS   OF    CONVENTION 

language.     TIutc   is   no   marked    modal   amount    of   foreign   language 
with  whieh  these  students  are  graduated. 

No  student  of  the  312  has  been  graduated  without  some  traditional 
mathematics,  although  about  10  per  eent  have  had  ])ut  a  single  year. 
The  modal  offering  is  2  to  3  years,  probably,  in  part  at  least,  out  of 
doferenee  to  current  college  entrance  reciuirements. 

Only  2.2  per  cent  have  completed  their  work  without  science, 
although  rather  large  proportions  are  graduated  with  small  quantities 
of  this  work.  Only  about  one-ninth  of  the  students  are  credited  with 
as  much  as  3.1  to  4  units  of  science. 

History  and  allied  subjects  do  not  find  a  i»lai-t'  in  the  curricula  of 
4.5  per  cent  of  the  graduates,  an  approximate  fourth  complete  the 
high  school  with  a  single  year,  one-third  with  two  years,  one-fourtli  with 
3  years,  while  but  an  approximate  tenth  have  3.1  to  4  years. 

It  is  a  fact  of  significance  that  a  considerable  proportion  of  the 
.students  are  permitted  to  regard  their  high  school  curricula  as  com- 
pleted wlien  they  have  had  little  or  no  foreign  language  or  practically 
none  of  the  traditional  mathematics.  It  suggests  an  open  disregard  of 
the  older  requirements  for  college  entrance,  as  well  as — which  is  a 
matter  of  greater  import— a  belief  that  a  high  school  curriculum  with 
little  or  none  of  these  subjects  may  be  worth  while. 

The  fact  that  large  proportions  of  students  are  graduated  with  as 
little  as  one  or  two  years  of  work  in  each  of  the  subjects  except  English 
should  point  a  moral  to  the  specialist  in  each  of  these  fields.  It  should 
teach  the  specialist  to  cease  to  cozen  himself  with  the  delusion  that  all 
high  .school  students  will  have  a  full  se(|uence  of  three  or  four  years  in 
his  field  and  that  he  can  plan  his  work  on  the  basis  of  this  delusion. 
Even  though  we  may  be  convinced  of  the  value  of  consecutive  w^ork 
through  several  years  in  two  or  more  subjects,  we  should  not  be  oblivi- 
ous to  the  fact  that  many  high  school  students  do  not  have  sequences — 
may  have  but  a  single  year — in  our  particular  field,  finding  it  more 
advisable  to  do  more  extended  work  in  other  fields.  For  example, 
teachers  of  foreign  language  may  need  to  open  their  eyes  to  the  need 
(»f  organizing  and  presenting  single-year  courses  that  are  w^orth  while 
in  themselves  without  regard  to  any  work  that  may  follow.  Similarly, 
teachers  of  .science  who  nre  giving  llionglit  to  tlieir  perplexing  and 
important  prol)lem  of  how  to  rievelop  a  colierent  sequence  in  their 
particiihir  province  of  IcHriiing  must  not  foi'get  that  they  juust  continue 
to  offer  vi-ar  courses  th;it  often  will  not  l>e  followed  Jior  always  bo 
prt'ccdcd  by  other  year  courses  in  science." 


CAIilFOKNIA    HIGH   SCHOOL    PKlNCll'ALS.  25 

SUGGESTED  MODIFICATIONS  OF  THE  REQUIREMENTS  FOR 
ADMISSION  TO  THE  STATE  UNIVERSITY. 

By  Edwaul)   W.   r.ociiEi:,  I'riiuiiial   iMawvill    I'liion    IUkIi   School. 

I  shall  not  attempt  uioiv  than  an  outline  of  Wut  treatment  I  shouhl 
like  to  give;  touching  on  the  divisions  into  which  tlie  subject  may 
properly  fall,  the  recent  opinions  of  well-known  educators  upon  certain 
general  phases  of  the  question,  the  more  striking  suggestions  made  by 
some  of  our  California  principals  and  teachers  with  reference  to  our 
own  chief  problems,  and  finally,  a  few  conclusions  and  suggestions 
which  I  have  deduced  therefrom,  plus  m\-  own  opinions. 

The  requirements  for  admission  may  be  grouped  into  three  divisions, 
namely:  First,  the  completion  of  a  certain  quantitative  and  qualitative 
assignment  of  subject  matter  in  a  satisfactory  manner;  second,  the 
certitication  of  the  principal  of  an  accredited  school ;  and  third,  as  an 
alternative  for  the  second,  the  passing  of  a  varying  number  of  examina- 
tions in  the  matriculation  subjects  by  the  applicant  not  so  fortunate 
as  to  enjoy  admission  upon  certification. 

With  regard  to  the  first  of  these — the  (juestion  of  required  subjects — - 
T  shall  have  nothing  to  say,  as  I  feel  that  the  much-discussed  hereditary 
conservatism  of  the  university  with  reference  to  the  admission  of  new 
subjects  is,  in  the  West,  at  least,  a  well-nigh  groundless  bugaboo.  At 
least,  if  we  are  to  concede  at  all  the  right  of  the  university  to  set  up 
any  arbitrary  group  of  preparatory  subjects  which  it  will  recognize 
for  matriculation  purposes,  we  can  have  no  quarrel  with  the  liberal 
attitude  taken  by  the  Western  universities  in  this  direction  in  recent 
years.  Probably  many  of  us  believe  that  some  restriction  upon  the 
arbitrary  power  of  the  university  in  the  matter  of  this  quasi-domination 
of  the  high  school  curricula  might  be  salutary,  but  that  question  may 
Avell  be  regarded  as  a  moot  subject  for  another  discussion. 

With  regard  to  the  second  question,  that  of  accrediting  and  admis- 
sion from  accredited  schools  upon  examination,  much  could  be  said, 
for  and  against.  With  regard  to  accrediting,  in  general,  I  have  found 
very  few  among  recent  writers,  or  among  my  correspondents  of  the 
California  high  schools,  who  would  go  to  the  extreme  of  utterly  con- 
demning it,  even  when  conducted  solely  by  the  university. 

That  the  system  can  be  greatly  improved,  and  in  ways  that  T  shall 
hereafter  suggest,  is  quite  generally  conceded. 

Among  the  chief  objections  advanced  are  the  following,  which  my 
time  limits  permit  me  to  mention,  but  not  to  discuss : 

(a)  As  the  average  high  school  principal  whose  school  is  on  the 
accredited  list,  will  only  risk  the  certification  of  the  above-average 
student,  the  tendency  will  be  to  preclude  the  enjoyment  of  college 
privileges  to  the  average  student,  who  oftentimes  becomes  the  best 
college  student  when  fortune  permits  him  to  enter  on  some  other  basis. 


26  PROCEEDINGS   OF    CONVENTION 

(6)  Aeert'ditatiou,  since  it  is  concerned  only,  or  primarily,  with  the 
recojsrnized  subjects,  does  not  give  a  complete  and  therefore  just  basis 
of  jud?iii?  tlie  potentialities  or  accomplishments  of  the  schools  con- 
cerned. 

(c)  Accreditation,  as  now  jn-acticed.  is  concerned  only  with  the  work 
of  the  students  in  the  school  or  in  the  university.  It  fails  to  consider 
the  success  of  the  graduate  in  other  fields — the  normal  school,  the 
business  college,  other  institutions  of  learning,  or  in  the  multifarious 
walks  of  business  or  daily  life. 

(<l)  The  system  tends  to  focu.s  the  attention  of  the  school  upon  the 
single  ideal  of  being  accredited,  to  the  detriment,  often,  of  certain 
more  vital  interests  of  the  school  community. 

(c)  The  accrediting  representatives  of  the  university  are  oftentimes 
unfamiliar  with  the  nature  of  the  high  school  problems.  They  may  be 
acquainted  with  very  little  of  the  subject  matter  taught  in  the  schools, 
and  may  themselves  lack  in  power  of  teaching  or  of  judging  leaching. 

(/")  The  examination  of  the  school  is  too  brief,  and  too  infrequent, 
to  prove  a  sure  inde.x  of  the  merits  of  the  school  or  its  work. 

((/)  The  point  of  view  is  t'to  narrow — that  of  tlie  univci-sity  only, 
in  most  cases. 

(/»)  It  places  the  ccnti'ol  of  many  of  the  functions  mid  plans  of  tlw^ 
high  school  in  the  hands  of  another  authority. 

(i)  Principals,  particularly  of  schools  long  on  the  accredited  list, 
become  so  accustomed  to  this  qnasi-domination  of  the  university  as  to 
no  longer  seem  aware  of  it.  and  by  their  own  indifference  open  the  way 
for  its  extension. 

(i)  Teachers  and  pupils,  particularly  in  schools  where  visitors  arc 
infrequent,  tend  to  become  embarrassed  and  di.sturbed — and  that  in  a 
most  pronounced  degree — in  the  presence  of  the  examiner,  thus  failing 
to  render  a  just  account  of  themselves.  The  student  hoping  to  go  to 
coljefre  .scot-free  of  examinations  may  be.  and  often  is,  the  worst 
offender  in  this  respect. 

(k)  The  small  school,  most  needing  encouragement,  is  often  the  one 
to  be  most  discouraged  by  the  outcome  of  its  attempt  to  achieve 
accrediting. 

Tlie  fdregoing  are  fair  exainples  of  the  weaknesses  as  seen  by  the 
complaining  witnesses.  As  to  the  value  rf  tlicjr  testim<my,  my  hearers 
must  judge,  and  perchance,  question,  in  the  dist'ussicn  which  is  to 
follow. 

Amont;  tlw  chief  hciK-tits  derived  from  the  accrediting  system,  the 
following  have  been  suggested. 

(a)  The  stimnbiting  influence  of  the  visits  of  the  examiner  or 
' '•"<1i«"r,  n|)on  the  eriiniiniuity.  the  teachers  and  tlie  ]inpils. 


CAMFORNIA    IlICIl    rU'lloor,   I'RrNCTPAI.S.  27 

(b)  The  raisiuii;  of  standards  of  insti-uctioii  and  study. 

(c)  The  creation  of  ideals  of  seliolarly  attainment. 

(d)  The  standardizing;:  and  e]evMti(m  of  the  inate)-ial  of  tlie  school 
curricula. 

(e)  The  closer  articulation  of  high  school  and  nnivei-sity. 
(/)   The  aM'akeniug  of  higher  aims  in  students. 

(g)  The  enforcing  of  the  puhlic  and  school  attention  upon  the 
university  and  upon  the  general  field  of  higher  education  and  attain- 
ment. 

(h)  The  more  careful  weighing  of  subject  values,  and  of  community 
needs. 

Again,  my  hearers  must  judge,  and  T  must  pass  on  to  the  third 
question,  that  of  admission  by  examination. 

Inasmuch  as  the  large  public  high  schools  of  California  are  practi- 
cally all  accredited,  the  question  of  required  entrance  examinations  in 
the  case  of  those  students  who  came  from  nonaccredited  S(diool  becomes 
in  reality  largely  a  problem  of  the  smaller  high  school.  This  statement 
may  be  qualified,  however,  by  admitting  its  truth  only  so  long  as  the 
standards  for  graduation  from  high  school  and  for  university  admis- 
sion shall  remaiii,  as  is  the  rather  common  practice,  two  different  things; 
for  the  largei-  high  school,  being  accredited,  practically  controls  the 
nuitter  of  university  admission  or  nonadmission  of  its  graduates,  who 
know  that  individual  merit  shall  be  the  only  condition  upon  which 
their  advancement  shall  depend.  But  this  is  not  so  in  the  case  of  the 
small  school  and  the  students  thereof.  The  small  schcol  is  quite  fre- 
quently not  accredited,  and  its  aspiring  graduates,  irrespective  of 
individual  merit,  know  that  nonaccrediting  spells  for  them  the  necessity 
of  taking  at  least  some  examinations,  if  the.v  hope  to  be  permitted  to 
pursue  their  studies  beyond  the  portals  of  the  university.  I  have 
noticed  Avith  interest  that  my  various  authoritias,  including  those 
California  principals  and  teachers  who  have  been  so  kind  as  to  express 
their  opinions  to  me,  Mdiile  in  most  cases  commending  the  accrediting 
system,  have  been  significantly  silent  with  respect  to  the  merits  of  the 
entrance  examination  system.  From  this  I  can  draw  but  one  com- 
pelling conclusion.  Their  silence  must  be  construed  as  a  tacit  con- 
demnation of  the  examination  system.  Add  to  this  the  outspoken  con- 
demnation of  the  examination  system  by  many  of  my  authorities,  and 
Ave  have  an  arraignment  of  the  whole  plan,  to  which  I  heartily 
subscribe. 

Turning,  then,  for  just  a  hasty  glance  at  the  letters  received  from 
California  high  school  principals  and  teachers,  I  find  that,  in  the  main, 
they  recognize  accrediting  as  a  worthy  object,  but  believe  it  should  have 
a  much  more  comprehensive  basis  than  under  the  present  system.     They 


28  PROCEEDINGS   OF    CONVENTION 

;uv.  however,  in  so  far  as  the  pn'si'iit  system  is  eonceriied.  in  accord 
with  the  ideas  put  forth  in  tlie  foreofoing  citations. 

Some  of  the  more  jiointed  suj^'^'estions  may  be  of  interest  here. 

At  least  two  replies  indicate  that  the  writers  believe  that  the  accredit- 
ing; system  should  be  reversed,  that  is  to  say,  the  university  should  be 
the  objective,  to  the  end  that  such  an  effective  teaching  corps  might  l)e 
produced  as  to  preclude  the  need  of  oversight  by  the  university  whieli 
has  prepared  tlie  teaching  body.  :\rany  suggest  that  the  nonaccrediting 
(if  the  smaller  schools  causes  their  upperelassmen  to  spend  their  last 
year  in  accredited  schools,  thus  weakening  even  more  than  would  other- 
wise be  true,  the  personnel  of  the  student  membership,  and  placing  the 
school  and  its  teachers  in  an  unfavorable  light  in  the  minds  of  the 
people  of  the  district.  The  small  school  is  the  chief  sufiPerer  in  this 
respect. 

Others  complain  that  the  nonaccrediting  of  a  school  may  give  a  wrong 
impression  of  the  merits  of  its  faculty.  One  teacher  writes  that  she 
was  last  year  in  an  accredited  school,  and  considers  very  unjust  tlie 
situation  which  now  places  her  in  a  nonaccredited  school. 

Tliat  the  weak  teacher  and  the  strong  teacher  can  not  fairly  or  justly 
be  discriminated  or  rated  in  the  brief  time  of  observation  afforded  to 
the  examiner,  is  a  point  also  made  by  some  of  the  complaining  wit- 
nesses. I  am  constrained  to  quote,  in  this  connection,  from  a  late 
utterance  of  State  Superintendent  Francis  G.  Blair  of  Illinois,  cited  in 
a  recent  number  of  the  School  Board  Journal. 

Superintendent  Blair  goes  even  farther,  and  points  out  that  the 
effect  of  the  visitor  may  even  be  such  as  to  cause  an  apparent  inversion 
of  the  real  relative  merits  of  two  teachers — one  successful,  the  other 
nunsucce.ssful.  After  pointing  out  the  futility  of  hoping  for  a  just 
.in«lgnient  of  j)0wer  of  insti'uction  through  a  few  hasty  visits  to  teachers 
concerned,  Superintendent  Hhiii-  nan-ates  the  following  very  suggestive 
experience : 

■'Ket-ently  a  j)ei-son.  witli  unusual  litness  for  passing  upon  teaching 
ability  and  skill,  asked  a  county  superintendent  to  direct  him  to  a 
i-onntry  .s<-hool  taught  by  one  of  his  best  teachers  and  to  one  taught 
\>y  our  of  his  |»(»orest  teachei-s.  The  county  superintendent  w'as  not  a 
little  surjn-i.sfd  to  Jind  tiiat  llie  Nisitoi'  thought  tliat  the  standing  of  the 
t\V(»  teachers  visited  should  be  i-eversed.  Now,  the  easiest  exj)lanation 
of  the  radi<'al  difl'erence  in  estimjites  of  these  two  teachers  by  these 
two  judges  is  that  tlie\  used  dilfei-ent  standai-ds  of  measurement.  No 
clouljt  that  does  iiave  soiiiet liiiig  to  do  with  it,  but  there  are  several  other 
elements. 

One  of  the  teaeliei-s  Was  of  that  modest,  conscientious,  sensitive  type 
which  does  its  best  work  every  day  in  the  week  when  visitors  are  not 
present,  hut  which  is  greatly  embarra.ssed  and  confused  by  the  presence 


CALIFORNIA    HIGH    SCHOOL    PRINCIPAI-S.  20 

of  strangers.  (T  liavc  seen  several  such  teacliei-s  tlevclop  marked  cjiscs 
of  stage  fright.)  The  other  teaeher  belonged  to  that  very  small  class 
of  lazy,  careless  persons  who  show  spirit  and  metal  and  nui.stcry  oidy 
when  they  are  performing  before  the  band  stand. 

One  visit  might  not  reveal  the  relative  strength  and  weakness  <>l" 
these  two  teachers.  Here,  no  doubt,  is  a  part  of  the  explanation  of 
llie  difference  in  the  judgment  of  these  two  experts." 

Several  point  out  that  no  proper  articulation  can  be  reached  which 
does  not  involve  as  easy  and  unrestricted  a  passage  from  high  school  to 
college  as  that  involved  in  passing  from  the  elementary  school  to  the 
liigh  school. 

One  principal  states  that  his  constituency  is  prepared,  if  necessary, 
to  institute  legislative  action  looking  to  the  abolition  of  entrance 
examinations. 

Several  feel  that  the  sole  basis  of  accrediting  ought  to  be  the  results 
attained  by  representatives  of  the  school  attending  the  university. 

iMost  of  the  replies  testify  to  the  stimulating  effect  of  the  examiner's 
visits,  but  several  deplore  the  inefficiency  of  some  members  of  the 
examining  staff,  and  protest  against  l)eing  judged  by  such  persons. 

Tlie  foregoing  i)resents  the  problem.  What  must  we,  or  ouglit  we, 
do  about  it  ? 

As  to  accrediting  per  se,  there  can  be  l)ut  little  question  as  to  its 
possibilities  of  stimulation,  particularly  in  the  smaller  schools  and 
their  contributing  communities.  But  Mhen  the  accrediting  is  coupled 
with  the  idea  of  basing  university  admission  thereon,  it  may,  if  denied, 
particularly  in  the  smaller  schools  and  communities,  work  to  a  decid- 
edly opposite  result;  creating  discouragement  and  disgust  with  the 
school  system.  Accrediting  should,  therefore,  have  for  its  purpose 
stimulation  and  the  raising  of  standards.  It  should  certainly  not  have 
as  an  aim,  covertly  or  openly,  the  tabbing  or  checking  of  any  high 
school  for  the  purpose  of  limiting  its  independent  action,  or  restricting 
the  free  and  easy  articulation  of  the  schools  with  the  colleges  by 
denying  in  some  cases  the  admission  of  successful  graduates  of  the 
school,  when  recommended  by  the  principal. 

Probably  accrediting,  if  it  be  of  schools  or  if,  as  some  suggest, 
it  l)e  by  teachers,  should  be  in  the  hands  of  a  state  committee,  under 
the  direction  of  the  Commissioner  of  Secondary  Schools.  Such  a  com- 
mittee ought  at  least  to  have  three  representatives,  including  one  from 
the  schools,  and  one  appointed  by  the  state  office  to  represent  the 
people.  Just  how  far  the  accreditation  should  be  by  schools  and  how 
far  by  teachers  would  be  a  problem  which  migiit  safely  be  intrusted  to 
such  a  committee.  Other  administrative  details  of  this  plan  for  a 
broader  basis  of  accrediting  could  wisely  l)e  left  to  the  ex])ert  judgment 
of  the  committee  members. 


so  PROCEKDINGS   OK    CONVENTION 

As  to  till-  t'xjinnnation  system,  its  painful  story  lias  already  been  told 
liy  educational  leaders.  l)etter  tlian  I  can  tell  it.  It  is  enough  to  say 
that  it  .should  not  Ite.  If  the  university  is  not  satisfied  to  accept  the 
judtrinent  of  those  whom  it  has  qualified  and  certificated  as  experts,  if 
the  state  can  not  trust  those  whose  credentials  its  board  of  education 
has  approved,  I  repeat,  if  such  judgments,  even  though  submitted  by 
the  weaker  I)rethren  of  the  profession,  are  not  infinitely  to  be  preferred 
to  the  faulty,  freaki.sh  test  of  the  examination,  then  it  is  high  time  for 
an  educational  survey  to  be  taken  to  determine  what  is  wrong  with  the 
higher  educational  machinery  of  the  state. 

In  my  own  school,  which  is  yet  in  its  youth,  and  not  full  grown  to 
accredited  rank,  I  have  four  students  who  will  this  year  graduate. 
They  are  young  people  of  average,  or  somewhat  more  than  average 
ability.  Three  of  them  hope  to  enter  university  and  are  as  well 
qualified  to  pursue  successful  work  therein  as  are  any  that  I  have  yet 
had  the  i)leasure  of  recommending.  Two  of  them  will  have  to  work 
next  sunniiei-  in  order  to  obtain  funds  for  financing  their  course.  If 
tiiey  have  to  study  during  the  summer  to  prepare  for  some  vague 
examination  series  which  may  or  may  not  pai-allel  the  work  as  they  have 
taken  it.  or  the  eleventh  hour  ci-am  as  they  have  undertaken  that — 
;in  examination  against  which  no  principal  would  be  ready  to  guarantee 
his  A-1  {H'oducts,  they  will  probably  be  unable,  financially,  to  enter 
for  another  year,  even  if  they  do  not  succumb  to  the  tests,  and  this 
means  some  doubt  as  to  their  ever  entering.  This  is  but  a  typical  case, 
in  the  smaller  nonaccredited  schools. 

No  such  student  should  be  denied  the  privilege  of  pursuing  unham- 
pered, the  uninteri-upted  course  of  his  journey — no,  not  even  if  his 
principal  or  teachers  may  not  satisfy  the  particular  judgment  of  the 
examiner  as  to  teaching  ability,  not  even  if  the  school  lacks  the  full 
and  desirable  physical  equipment  which  it  is  struggling  to  obtain.  If 
he  be  deemed  worthy,  and  recommended  a.s  worthy  by  those  who  best 
know  his  work,  no  university  in  the  land  should  shut  its  doors  to  his 
free  access,  and  no  university  in  the  land  which  receives  public  aid  or 
|(i*(»fits  by  public  exempt io)is  should  Ite  permitted  to  close  its  doors 
til  liiiii. 

Wh.-ii  the  liai>i»y  time  shall  be  Ihat  the  standard  for  graduation  and 
r<ir  university  admi.ssion  from  hi«{h  school  shall  be  one  and  the  same, 
wln-n  tiie  .student  shall  be  allowed  to  move  on  to  university  from  high 
school  witii  the  same  ease  and  informality  that  now  marks  his  passage 
from  the  ejeinenljtry  school  to  the  high  school,  when  jx-rmitted  entrance 
exaniinations  f<ir  high  school  graduates  shall  be  no  more,  then  indeed, 
and  n«jt  until  then,  will  the  niilleniiiHi  of  true  articulation  for  which 
we  all  proclaim  desire,  become  a  ]>ossibility  and  not  a  catch  expression 
to  tickle  our  ears  and  cloud  oui-  pui-jxises. 


CALIFORNIA    HIGH    SCHOOL    PRINCIPALS.  31 

REPORT  OF  COMMITTEE  ON  MINIMUM  REQUIREMENTS  FOR 
GRADUATION  SUBMITTED  TO  THE  SECOND  ANNUAL 
CONVENTION  OF  THE  HIGH  SCHOOL  PRINCIPALS,  RIVER- 
SIDE, CALIFORNIA,  DECEMBER  28,  1916. 

J.   C.  Temi'LKTon,  Chaii-mau. 

It  is  safe  to  say  that  of  the  287  high  schools  in  California,  no  two 
agree  in  their  course  of  study  or  their  requirements  for  graduation 
except  by  accident.  The  committee  has  a  conviction  that  a  large 
majority  of  the  sciiools  have  their  course  of  study  and  requirements  for 
graduation  through  tradition,  inheritance  or  caprice;  and  that  it  would 
be  very  diftieult  to  find  a  rational  explanation  for  many  courses — 
required  and  elective.  With  the  average  tenure  of  principals  two  years, 
that  of  the  teachers  even  less,  little  else  could  be  expected.  In  a  report 
given  at  Fresno  last  year  by  Principal  Brownell,  it  was  shown  that  of 
75  high  schools  in  the  state,  registering  100  pupils  or  less,  97  different 
courses  were  offered.  An  attempt  to  find  a  thread  of  unity  through 
the  labyrinth  shown  by  the  hodgepodge  of  requirements  and  electives 
in  the  different  years  makes  one  feel  that  he  is  in  a  ''Jester's  Palace." 
With  such  an  exhibit  w^e  wonder  that  the  business  man  who  pays  the 
bills,  and  the  industrial  world  which  is  looking  to  the  high  schools  for 
men  and  women  wath  educational  foundations  for  efficient  service,  are 
not  much  more  trenchant  in  their  strictures  than  they  are.  But  this 
report  covered  only  75  schools,  registering  100  pupils  or  less ;  if  we  could 
hear  from  the  entire  287  we  wonder  what  additional  anomalies  would 
be  found. 

As  to  required  units  for  graduation  there  is  more  agreement.  A 
majority  require  16,  while  the  minority  limit  to  15,  the  exact  university 
entrance  requirement.  Some  of  these  schools  are  essentially  university 
feeders.  Some  prescribe  three-fourths  of  the  subjects  of  their  courses, 
others  one-half ;  a  few  allow  aggregations  of  electives,  with  little  or  no 
reference  to  sequence  of  subjects  or  restriction  as  to  years.  Others 
offer  a  majority  of  electives  but  require  them  to  be  taken  in  such  groups 
and  sequence  that  their  courses  differ  but  little  from  the  required  type. 

Universally,  graduation  is  determined  by  a  minimum  required  grade 
in  scholarship.  Occasionally  we  find  a  diploma  tliat  mentions  moral 
character,  but  in  so  colorless  a  way  that  it  may  be  taken  as  a  stereo- 
typed phrase  of  euphony,  inherited  from  the  nineteentli-eentury 
academy.  This  might  have  been  sufficient  Avhen  the  academy  and  the 
college  existed  entirely  for  the  few  who  were  preparing  for  the  learned 
professions,  and  the  apprentice  system  was  available  for  training  in 
the  trades.  Now,  since  these  two  institutions  have  been  merged  into 
one,  the  high  school  taking  unto  itself  the  much-multiplied  progeny  both 
of  the  academy  and  apprentice  system,  it  would  seem  logical  to  expect 

3—31381 


:^2  PROCEEDINGS   OP    CONVENTION 

that  it  would  siiec-efa  also  to  tlu'ir  obli^'atiou.s  to  prepare  for  wider 
study,  or  train  for  industrial  service;  and,  following  the  example  of  the 
aeadeiny  and  the  apprentice  system,  intelligently  label  its  product. 
Hut  it  does  not  seem  to  work  out  in  that  way.  On  the  contrary,  men 
of  atfaii-s  tell  us  that  when  they  are  looking  for  employees  they  pay 
liut  little  attention  to  a  hi.udi  school  diploma.  Some  say  that  a  high 
school  diploma  counts  against  the  applicant.  In  years  gone  by,  when 
the  master  certified  to  the  skill  and  character  of  his  apprentice,  it  was 
a  vaiual)le  i)aper,  usually  worth  100  per  cent  of  its  face,  and  its  holder 
was  in  line  for  a  job.  Not  so  with  the  high  school  diploma.  Not  only 
is  this  true  of  the  trades  and  industries,  but  the  diploma  will  not  be 
accepted  by  the  university  as  evidence  that  the  graduate  is  (pialitied  to 
enter  upon  a  college  course.  Time,  it  is  nominated  a.s  one  of  tlie  assets 
hut  not  necessarily  the  most  important. 

It  would  be  difficult  to  parallel  this  as  an  industrial  absurdity.  The 
tax])ayer  maintains  this  gigantic  and  growing  institution,  requiring 
4.(i(K)  teachers,  who  last  year  instructed  95,000  pupils,  of  whom  9,000 
grailuated.  eaeh  at  an  average  cost  of  $500  for  the  four-years  course, 
ami  went  out  with  a  scrap  of  paper  that  no  employer  would  accept  as 
eviilenee  that  they  could  do  his  work,  and  the  university  and  normal 
school  are  almost  as  skeptical. 

Now  for  the  tirst  time  in  the  history  of  the  secondary  schools  of  Cali- 
fornia a  concerted,  state-wide  effort  is  being  made  by  the  high  school 
principals  to  find  out  what  we  are  doing  and  where  we  are  going.  A 
year  ago  our  commissioner  appointed  a  committee  to  blaze  a  trail  to  a 
common  goal.  -  At  the  time  it  was  thought  that  a  judicious  selection  of 
.studies  of  generally  accepted  values  from  present  courses  would  |)rovide 
an  ade(|uate  solution,  but  as  investigation  progressed  it  was  found  that 
faetoi-s  other  than  those  involved  in  a  majority  of  high  school  courses 
must  be  taken  into  account.  The  single  objective  of  scholarship,  even 
though  there  should  be  unanimit.v  among  school  men  as  to  required 
sul)ject.s.  numltei-  of  units,  and  range  of  electives,  would  not  completely 
solve  the  problem.  The  (|uesti(!n  of  character  comes  in  for  consideration 
Itoth  by  the  business  man  and  the  university.  This,  howevei',  will  be 
considered  under  a  separate  head. 

Scholarship  heiu':  the  logical  starting  ])oint  in  our  investigation,  your 
citiiuiiittec  attacked  the  |iroblem  from  three  angles: 

First.  .Mr.  Hill  iiivesligated  and  reported  upon  the  cnti-ance  re(|uii'e- 
meiit.s  of  :{S  state  universities.  sul)niitting  a  lalilr  with  his  deductions  as 
fitllows : 

ADMISSION    REQUIREMENTS   BY    STATE    UNIVERSITIES. 
AInlminn — Kn;:liKli  .'{.  Matlu'riialics  .'5,  Latin  .'i,  Elootivos  4. 

.Vrir.tiiin — KiikIIkIi    .'!,    M]illi<Miia(ir-s    'JJ.    llistoiy    and    Civics    1,    S<itii<<'    1.    Foioign 
l.angtiUK<'!<  -. 


CATJFORNIA    ]ITGTI    SOllOOl,    I'HIXCIPALS.  M3 

Arkansas      lOu^ilish  .">,  iMalliciiialiis  2.  Ilislory   1. 

< 'aliforiiia — English  2.  iMatlii'iiialifs  2,  History  1.  Scioiict!  1,  F(iroi.!;u  Langiiaj^os  2. 

('(ilorado — Eiijilisli  ;.!,  Matlioiiiatics  2,  History  2,  Scii'iico  1,  Foreign  Laujjiuages  4. 

l>ela\var(' — Kimlisli  ."i.  Mallioinntics  2i,  History  ],  Latin  4,  Modern  Language  1. 

l''loi'icla — Kn.ulish  ;>.  Matliciiiatics  3,  History  1,  Science  1,  Latin  2. 

(}<'orgia — Kuglisli  .">.  .Matliciiiatics  2h,  History  2,  Foreign  Languages  2. 

Idaho — English   4,    Matlieniatics   2,   Foreign    Language   'i,    Social    Science,    including 

History  1,  Natural  Science  1. 
Illinois — English  3,  Mathematics  2J,  History  1,  Foreign   Language  li. 
Indiana — English  .'!,  Mathematics  2,  History  1,  Foreign  Language  2,  Science  L 
Iowa — English  o.  Mathematics  2*.  History  1,  Foreign  Language  2. 
Kansas — English  '.',.   Mathematics  2^,  Histoi-y  1,  Foreign  Language  3.  Science  2. 
Kentucky — English  3,  Mathematics  2i.  History  1,  Foreign  Language  4,  Science  L 
Louisiana — English  3,   Mathematics  2i,   History  1,  Modern    Language  1. 
Maine — English  3,  Mathematics  22,  History  1,  Foreign  Language  4. 
Michigan — English  3,  Mathematics  2,  Science  1,  Foreign  Language  2. 
Minnesota — English  3-4,  Mathematics  2. 
Mississippi — English  3,  Mathematics  2*,  History  2. 
Missouri — English  3,  Mathematics  2,  Foreign  Language  2. 

Montana — English  4,  Mathematics  2,  History  1,  Foreign  Language  2,  Science  1. 
Nehraska — English  2,  Mathematics  2,  History  1,  Foreign  Language  3,  Science  1. 
Nevada— English  3,  Mathematics  2,  History  2,  Foreign  Language  4,  Science  L 
New  Mexico — English  3,  Mathematics  21,  History  1,  Foreign  Language  2,  Science  1. 
North  Carolina — English  3.  JMathematics  3,  History  2,  Latin  3.7,  Greek  2. 
North  Dakota — English  3,  Mathematics  2,  History  1,  Science  1,  Foreign  Language  2. 
Ohio — English  2,  Mathematics  2,  History  1,  Science  1,  Foreign  Language  2. 
Oregon — English  3,  Mathematics  2,  History  1,  Science  1. 

Oklahoma — English  3,  Mathematics  2,  History  1,  Science  1,  Foreign  Language  1. 
I'ennsylvania — English  4,  Mathematics  2,  History  1,  Science  I,  Foreign  Language  2. 
Tennessee — English  3,  Mathematics  2h,  Foreign  Language  4. 
Texas — English  3,  Mathematics  2i,  History  2. 
Utah — PZnglish  3,   Mathematics  2,   History  1. 
Virginia — English  3,  Mathematic-s  2h,  History  1,  Latin  4. 

Washington — English  3,  Mathematics  2$,  History  1,  Science  1,  Foreign  Language  2. 
West  Virginia — English  3,  Mathematics  2,  History  1,  Science  1,  Latin  2. 
Wisconsin — English  2,  Mathematics  2,  Foreign  Language  2. 
Wyoming — English  3,  Mathematics  2,  Foreign  Language  2. 

Observations:  The  minimum  requirements  for  the  above  3S  state  universities  vary 
as  follows  : 

English  from  2  to  4  years,  the  median  being  3  years. 

Mathematics  2  to  3  shears,  the  median  being  2i  years. 

History  1  to  2  years,  the  median  being  1  year. 

Foreign  Language  from  2  to  4  years,  the  median  being  2  years. 

Science  from  1  to  2  years,  the  median  being  1  year. 
The  minimum   requirements   according   to   the   table   listed    above  and    determined 
liy  the  median  should  be  : 

English  3   years. 

Foreign  Language  2  years  of  one  lanyuoijc. 

History  and  Civics  1  year. 

Science  1  year. 

Electives  S. 

Second.  Mr.  Smith  sent  a  questionnaire  to  every  state  superintendent 
in  the  United  States  and  other  prominent  educators,  and  tabulated  their 
replies  to  the  following'  questions:  (1)  Does  your  state  have  mininunii 
re([uiremeuts  for  graduation?  (2)  Do  present  conditions  warrant  direct 
moral  instruction  in  high  schools'?      (3)    Should  a  statement  of  the 


.34  PROCEEDINGS   OF    CONVENTION 

diaraelcr  w  moi-al  lil"*-  of  llic  <,'ia(liiat('  l)e  placed  on  the  diploma?  The 
followinji:  excerpt  is  taken  rroiii  Mr.  Siiiitirs  rci)ort  to  the  committee: 

"In  my  questionnaire  sent  to  the  48  state  superintendents,  or  com- 
missioners of  education,  one  of  my  (piestions  was,  'Has  your  state 
minimum  recjuirements  for  graduation  from  high  school?  If  so,  please 
state  these  requircment.s.'  I  received  replies  from  38  states.  In  nearly 
every  instance  a  lively  interest  in  the  question  was  shown.  Several 
superintendents  requested  copies  of  our  committee  report. 

"Ten  .superintendents  report  that  their  states  have  no  nniform 
miuinnnu  requirements  for  graduation.  Four  of  these  superintendents 
are  of  the  opinit)n  that  such  matters  should  l)e  left  entirely  to  the  local 
authorities.  The  otlier  six  superintendents  included  in  this  group  favor 
the  formulation  of  such  mininunu  requirements.  In  one  of  these  states 
such  requirements  are  to  be  put  in  effect  during  the  pr&sent  school  year. 

"In  11  states  a  mininunu  nuMd)er  of  luiits  is  required  for  graduation. 
The  determination  as  to  what  these  units  shall  be  is,  however,  left  to 
the  authorities  in  each  individual  school.  The  deputy  commissioner 
making  the  report  for  one  of  these  states,  ]\las.sachusetts,  states  that  he 
favors  the  inclusion  of  three  units  of  English,  two  units  of  the  social 
studies,  and  one  unit  of  physical  training. 

"in  17  states  certain  specified  sub,jects  must  be  studied  and  success- 
fully passed  before  a  pupil  is  graduated,  these  requirements  being 
uniform  throughout  each  state.  This  state  uniformity  of  minimum 
requirements  for  graduation  is  attained  in  two  ways.  First:  Through 
Ituiletins  i.ssued  from  the  state  office  definitely  fixing  the  minimum  state 
requirements  for  graduation.  Second:  Through  a  rule  requiring  that 
the  curriculum  of  each  high  school  be  submitted  to  the  state  office  for 
approval,  it  l)eing  clearly  understood  that  such  approval  will  be  with- 
held unless  certain  mininunu  re(iuirements  are  included  in  the  submitted 
curriculum. 

"In  four  of  the  states  four  years  of  English  is  required.  The 
retnaining  I'.l  states  require  three  years  of  Engli.sh. 

"Eight  of  these  states  require  United  States  History  and  Civics. 
Three  states  refpiirc  one  unit  of  History,  not  specifying  what  history 
this  .shall  be.  Three  states  re<|uire  one  unit  of  History  in  addition  to  the 
Knited  States  History  aii<l  f 'ivies.  One  state  requires  two  units  of 
History,  in  addition  to  the  Tnited  States  History  and  Civics. 

"In  nine  slates  Algebra  is  retpiired.  In  seven  states  Geometry  is  a 
re(piired  su))jeet. 

"Eight  states  require  on.-  year  of  Sci<-nee  and  two  states  require  two 
years  of  Science.  Tti  one  instance  Pliysiology  is  specified  as  tlu^  required 
iniil  in  Science. 

"In  three  stat.-^  luo  vi-jirs  of  Foreign  Language  Study  is  required. 
Latin  is  .specified  in  one  of  these  .states." 


CALIFORNIA    JlItiH    SCHOOL    I'KlNCli'ALS.  35 

Other  members  of  tlie  committee  have  been  at  work  and  have  made 
valuable  contributions.  The  recommendations  included  herein  repre- 
sent a  composite  opinion  of  the  committee  rather  than  an  aggregate  of 
individual  opinions,  or  the  conclusions  of  any  one  member.  No  one  of 
us  got  all  he  wanted  or  liad  to  give  up  all  that  he  stood  for  as  essentials. 

Third.  Many  teachers  were  consulted  and  Ihcir  testimony  taken  into 
account. 

Character  requirements. 

We  pass  now  to  a  brief  consideration  of  evidences  of  character  which 
should  be  coupled  with  scholarship  as  essential  to  graduation.  In  this 
respect  we  have  all  sinned  and  come  short  of  the  dignity  of  our  high 
ofifice  in  that  we  have  certified  that  individuals  had  earned  a  diploma  of 
graduation  when  we  knew  that  certain  essential  requirements,  implied 
or  expressed,  had  not  been  met.  Immaturity,  triviality,  lack  of  pur- 
pose, even  questionable  integrity  clouded  their  title,  and  still  we  let 
them  by  on  the  face  of  a  purely  scholarship  record ;  it  was  easier  and 
pleasanter  to  do  so — the  shortest  route;  the  other  way  was  full  of  snags. 
AVe  did  not  have  absolute  proof  of  moral  delinquency  and  salved  our 
consciences  by  giving  these  pupils  the  benefit  of  the  doubt  and  letting 
them  through  with  a  counterfeit.  These  counterfeits  have  been 
charged  up  against  the  system. 

Some  of  these  graduates  go  to  college  and  fail.  We  shall  prol)ably 
read  the  reports  from  Stanford  and  California  of  such  failures  within 
a  few  days,  a  total  perhaps  of  three  or  four  hundred  men  and  about  3 
per  cent  of  that  number  women.  Why  did  they  fail?  We  have  taken 
some  pains  to  find  out  through  their  classmates  who  made  good.  Some 
say  that  the  high  school  courses  are  too  easy.  Pupils  do  not  learn  what 
hard  work  means,  neither  are  they  prepared  in  certain  subjects;  e.g., 
Algebra,  English  Composition,  the  fundamentals  of  a  foreign  language, 
etc.,  all  of  which  is  doubtless  true.  But  there  is  a  general  unanimity 
of  testimony  that  the  main  trouble  lies  in  the  attitude  of  the  individ- 
ual, seriousness  of  purpose,  application,  honesty,  willingness  to 
work,  etc.,  etc. 

If  all  the  merited  amputation.s  could  be  made  by  the  university  in 
the  Freshman  year  the  problem  would  be  easier,  but  they  can  not. 
Before  Dr.  Jordan  retired  as  president  of  Stanford  University,  he  told 
us  that  there  were  many  persons  who  entered  the  university,  stayed  the 
four  years,  satisfied  all  stipulated  requirements,  received  their  diploma, 
and  went  out  without  ever  knowing  what  it  was  all  about — no  feeling 
of  responsibility,  purpose,  or  objective. 

In  last  Sunday's  papers  President  Wilbur  was  quoted  as  the  coming 
apostle  of  the  Junior  College.  "A  large  number  of  students,"  he  says, 
"enter  both  the  Universitv  of  California  and  Stanford  without  knowing 


:^li  PROCEKDIXGS   OF    CONVENTION 

why  tlioy  {ro  to  colloirt*.  The  imiviM-sity  must  be  relieved  of  this  respon- 
sihility.  and  tlie  relief  must  come  throusrh  the  Junior  College.  We  must 
have  an  educational  system  which  will  get  our  people  to  have  a  greater 
respect  for  tlie  truth  and  which  will  induce  them  to  take  responsibility. 
Wc  are  going  t(»  get  tliat  kind  of  an  educational  system  and  we  are 
going  to  get  it  before  long."  Thus  Dr.  Wilbur,  as  president  of  a  great 
university,  voices  the  need  of  radical  reform  and  prescribes  the  Junior 
College  as  tile  remedy.  Personally  I  very  much  doubt  its  efficacy 
unless  there  are  more  thorougli-going  reciuirements  enforced  in  the  high 
school  on  the  character  side  than  now  obtain. 

For  some  years  we  have  been  hearing  from  the  university  on  this 
point.  Imt  wi'  haAc  been  disposed  to  resent  her  suggestions  because,  for- 
sooth, we  thouirht  she  was  trying  to  dominate  the  high  school.  Now  we 
are  beginning  to  hear  from  our  great  silent  partner  that  the  high  school 
is  not  justifying  its  cost.  Business,  industry,  the  taxpayer — all  demand 
that  we  deliver  better  and  more  reliable  goods.  AYith  inci'easing  skepti- 
cism this  partner  has  been  employing  our  ]iroduct  until  now  he  is 
growing  cynical  and  is  casting  about  for  other  resources  more  virile  and 
effective.  The  present  Congress  will  probably  give  us  the  Smith- 
IIusirlK's  Bill  for  federal  aid  for  vocational  education.  Probably  some 
action  will  also  he  taken  on  the  recent  recommendation  of  Secretary 
Baker  that  the  federal  government  establi.sh  preparatory  military 
academies  in  all  the  states  for  the  purpose  of  preparing  for  West 
Point  and  Annaj)olis  the  best  material  available  for  these  dei)artments 
of  the  government  .service.  Both  of  these  movements  indicate  that 
tho.se  in  power  in  our  government  do  not  consider  our  present  .second- 
ary school  .system  organically  capable  of  fitting  our  boys  and  girls 
lor  their  future  obligations  as  factors  in  our  commonwealth.  This 
is  not  beejiuse  the  hie-h  school  .system  has  not  adecjuate  resources;  it 
has.  (»r  inay  have  if  those  in  charge  can  ti-utlifully  cei'tify  that  their 
^'raduates  are  capable  of  doing  the  grade  of  woik  that  industry  and 
the  professions  demand  of  them. 

In  his  rejxtrt  for  the  biennial  period  ending  June  30.  191(1,  Com- 
missioner Will  C.  Wood  makes  the  following  statement:  "A  diploma 
of  graduation  from  the  high  school  must  be  a  uuarantee  of  something 
other  than  the  fact  that  the  pupil  has  sjx'nt  four  years  in  high  school 
and  made  a  passing  mark  in  tifteen  or  sixteen  units  of  work."  The 
•  iucslion  a.s  to  what  this  .something  is  is  well  answered  by  some  of  the 
loaderH.  bolh  of  industry  and  education.  In  speaking  of  the  character- 
istics whi.-li  shouM  constitute  the  hallmark  of  a  California  high  .school 
gnuliiate.  Samuel  (iomix-i-s.  dohn  Dewey,  and  Alexis  F.  Lange  are  in 
substaiitiHl  a«:reem<'nt.  This  in  substam-e  is  their  answer:  "An  atti- 
tude toward  life,  an  ability  to  .see  and  understand  problems,  and  utilize 
inf(»nnation   and    forces   for   the   best  ,s(.lution   of  tho.se   problems — an 


CALIFORNIA    1II(JI[    SCHOOL    I'I{1X('I  I'A  l,S.  37 

iiiiaginative  undcrshindinii'.  aiul  sucli  a  wide  comprchonsioii  of  the 
\vholenes.s  of  life  that  no  vocation  need  he  to  thoni  a  rut."  *  *  * 
"Initiative,  coni-a^'e,  po\v(M\  and  pcM'sonal  ability;  sentiments  of  respect 
and  friendship  for  all  men  and  women  wherever  they  live."  *  *  * 
'  lnt(>lli<ient,  proojressive,  cooperative  citizenship  in  the  state,  the  nation, 
llie  world."  The  high  school  graduate  should  be  able  "to  interpret 
labor  in  valnes  of  human  service,  and  do  the  day's  work  with  the  joy 
of  creative  labor."  If  tliis  l)e  the  goal  for  the  high  school  graduate 
then  it  must  be  the  l)usiness  of  the  teachers  to  say  when  they  have 
icached  it.  Conferences  with  the  teachers,  however,  disclose  a  very 
marked  difference  of  opinion;  a  majority  holding  that  teachers  should 
not  be  recpiired  to  testify  to  anything  beyond  the  scholarship  grades  of 
their  pupils,  and  that  we  should  accept  their  continuation  in  school  as 
evidence  of  good  moral  character.  It  is  difficult  for  them  to  see  that 
the  university,  the  normal  .school,  the  bonding  company,  and  the  business 
man  demand  more  explicit  and  positive  testimony.  After  much  discus- 
sion with  teachers,  who  individually  possess  superior  attainments,  we 
were  forced  to  the  conclusion  that  the  professional  horizon  of  many  of 
our  best  teachers  is  too  small  for  them  to  get  a  comprehensive  view  of 
this  great  problem.  In  ability  to  see  how  the  teacher  can  pass  on 
character  without  possible  grave  injustice,  and  a  strong  disinclination  to 
lake  on  additional  re.sponsibility  for  fear  that  their  conscientious  action 
would  culminate  in  the  loss  of  position,  or  foster  a  disposition  in  them- 
selves to  sidestep  the  real  issues,  etc.,  were  the  chief  objections  to  an 
official  statement  by  them  as  to  character  in  connection  with  the  award- 
ing of  a  diploma.  A  minority,  however,  not  only  believe  it  to  be  feas- 
ible, but  that  such  a  re(|uirement  would  be  a  positive  resource  to  \ho 
school.  Some  of  these  liave  set  about  to  construct  a  scheme  for  putliiig 
this  policy  into  operation  with  professional  safety  arid  dignity. 

One  of  the  difficulties  experienced  by  many  ])usiness  men,  teachers, 
etc.,  is  a  misunderstanding  of  what  is  meant  by  the  pupil's  moral  char- 
acter. The  objection  to  having  juipils  marked  on  moral  character  is 
the  assumption  that  teachers  do  not  know  their  personal  habits  or 
private  life,  home  influences.  They  feel  that  to  i)ass  judgment  upon 
moral  character  with  availa])lc  data  would  be  unjust  to  both  teacher 
and  pupil. 

The  exi)lanation  is  that  an  ac(iuaintance  willi  tlie  i)rivate  life  of 
the  pupil  is  not  required  of  the  teacher,  nor  is  it  necessary,  it  is 
required,  however,  that  teachers  should  take  note  in  a  systematic, 
intelligent  and  professional  way  of  the  bearing  of  i)upils  toward  their 
work,  their  application,  regard  for  their  ol)ligations  in  matters  of 
attendance,  punctuality,  attentiveness,  loyalty  to  their  school  and  its 
interests,  a  willingness  to  put  themselves  to  inconvenience  in  ordei-  to 


38  PROCEEDINGS   OF   CONVENTION 

measure  ui»  to  tlieir  business  oblifjations,  to  do  their  work  in  a  self- 
reliant  way,  or  show  the  manhood  or  womanhood  to  take  the  conse- 
quences if  they  do  not.  to  exercise  in  the  class  room  those  principles 
of  irood  sportsmansliip  which  the  student  bodies  recognize  as  not  only 
ri^ht  but  eompellinir  seriousness  of  purpose,  dilitrenee.  industry, 
dependal>ility.  reliability,  .stiek-to-itive-ness,  and  thoroughgoing  truth- 
fulness in  word  and  work.  Such  things  constitute  professional  data  of 
generally  accepted  importance  which  teachers  nnist  know  in  order  to 
meet  their  every  day  professional  obligations  to  their  pupils.  Indeed, 
no  teacher  has  a  right  to  hold  a  job  who  can  not  see  such  things  with 
some  degree  of  clearness  and  make  estimates  witli  practically  as  much 
fairness  as  they  do  of  the  pupil's  scholarship.  The  wide-awake  teacher 
should  have  no  difficulty  in  stating  pj-ofessional  judgment  as  to  these 
fpialities.  A  large  majority  of  the  universities  call  for  such  data  as 
a  sine  quo  non  of  entrance.  Business  firms  and  civil  service  commis- 
sions do  the  same.  Tliese  estimates  of  moral  character — not  the  senti- 
mental type  but  the  business  type — are  current  in  all  the  mechanism 
of  business  and  social  life:  without  them  the  cogs  of  the  machine 
could  not  move. 

RECOMMENDATIONS  OF  THE  COMMITTEE. 

With  this  general  survey  of  the  field,  your  committee  begs  to  present 
its  findings  as  follows : 

REPORT  OF  THE  COMMITTEE  ON  REQUIREMENTS  FOR  GRADUATION. 

Tlie  recommendations  of  the  committee  on  retpiireraents  for  gradua- 
tion are  offered  to  the  principals  of  the  high  schools  as  a  basis  from 
which  {\\o  recui-rent  and  changing  pro])]em  may  be  worked  out  in  each 
.school  district. 

A  regulai-  <liploiiia  witii  a  definite  coui'se  indicated  .should  be  awarded 
the  high  sciiool  graduate,  and  in  addition  there  should  be  awarded  those 
who  (pialify  a  Certificate  of  P^flfieiency  for  special  merit;  we  further 
suggest  that  moral  character  be  considered,  as  well  as  sehola.stic  require- 
ments, in  the  is.sur.nce  of  this  Certificate  of  Efficiency. 

Si.xteen  units  of  credit  .should  be  required  for  graduation;  provided 
that  15  units,  so  elected  as  to  answer  the  matriculation  requirements  of 
any  college  of  the  .state  university,  be  accepted  for  graduation. 

A  unit  should  be  considered  to  mean  the  completion  of  a  .subject  of 
five  recitations  per  week,  or  the  c(|uivalent  laboratory  periods,  pursued 
tliroughout  a  school  year  of  not  less  than  36  weeks,  or  its  time  equiva- 
Ir-nt.  The  recitation  should  be  at  lea.st  40  minutes,  and  the  preparation 
of  the  average  j>upil  shf>uld  approximate  the  length  of  the  recitation 
I)eriod.     A    l;d»ora1ory   period   should    re(|uii-e   doul)le  the  time  of  the 


CALIFORNIA    IIIGII    SCHOOL    PRINCIPALS.  39 

recitation  pei'iod.  A  half  unit  is  considered  to  mean  a  subject  of  three 
periods  per  week,  other  conditions  l)ein^  the  sanu;  as  enumerated  above, 
or  a  subject  requiring  five  periods  per  week,  in  which  no  outside  prep- 
aration is  required. 

The  following  scheme  of  standardization  is  reconimended:  Mininiuui 
requirements — 5^  units;  electives — 10|  units. 
English — 2  units. 

United  States  History  and  Civics — I  unit. 
Science— 1  unit. 

Mathematics — 1  unit  (to  include  Connnercial  Arithmetic,  Algebra, 
or  Geometry,  or  one  year  of  Applied  Mathematics). 

Physical  P]ducation — h  unit  (to  include  the  elements  of  hygiene  and 
sanitation). 

In  addition,  the  committee  recommends  that  every  high  school  course 
of  16  units  be  grouped  around  two  majors  of  three  units  each  and  two 
minors  of  two  units  each ;  that  where  foreign  language  is  chosen  as  a 
major  a  definite  language  be  pursued  for  three  years,  or  two  languages 
be  pursued  for  two  years  each. 

(Signed)  J.  C.  Templeton, 
Merton  E.  Hill, 
Nelson  C.  Smith, 
E.  W.  Hauck, 
Burt  0.  Kinney, 
c.  m.  osenbaugh, 
Paul  G.  Ward, 
(Mrs.)  H.  J.  Shute, 
H.  ().  Wir^MAMS. 


4(1  I'RorKKDlNOS    OF    CONVENTION 

A  SYSTEM  OF  COST  ACCOUNTING  FOR  HIGH  SCHOOLS. 

Akiihk  Col  111.    I'riiiciiml    San    Diego   IIif,'h    School. 

Wli.Mi  lit'  was  in  sovitlu^-n  California  two  years  ago.  Professor  Judd  of 
the  rnivcrsity  of  (Miicajzo  remarked  in  a  conversation  that  the  phase 
of  piihlii-  cdu.-atitin  wliii-h  surprised  him  most  in  California  was  the 
lavish  way  in  whieh  coiiimunlties  of  all  sorts  poured  their  money  into 
the  hiirh  schools.  l»oth  for  huildings  and  upkeep.  It  is  true  that  in  the 
past  ten  years,  all  throngh  the  state  palatial  ])uildings  which  would  do 
cn-dit  to  colleges  have  hecome  the  order  of  the  day  for  high  schools. 
K«iuipini'nt  has  heeu  put  into  these  buildings  which,  in  many  cases,  is 
the  equal  of  that  in  colleges.  Cour-ses  are  offered  with  a  generous  hand, 
even  though,  perhaps,  a  very  few  students  are  enrolled  in  each  course. 

A  generous  public  has  willingly  increased  the  tax  rate  to  afford  the 
necessary  money  to  do  all  this.  Tt  must  be  said,  on  the  other  hand,  that 
no  line  of  business  is  so  generously  capitalized  with  as  little  accounting 
foi-  the  moneys  expended  as  is  this  one  of  secondary  education.  Practi- 
cally no  attention  has  been  given  in  any  part  of  the  country  to  the 
i-clativc  costs  of  various  lines  of  work  in  the  schools.  Cost  analysis  is 
to  most  .school  boards  and  principals  practically  an  unknown  quantity. 
It  seems  to  be  the  motto  of  most  boards  and  superintendents  to  secure 
all  the  money  possi])le  and  spend  it  all.  and  when  this  is  spent  to  secure 
a  little  more  next  time,  if  that  can  be  done.  It  is  o1)vious  that  such  a 
policy  is  the  height  of  improvidence  and  would  be  condemned  as 
suicidal  in  the  administration  of  any  busiiu\ss,  but  in  school  work, 
taxes  furnish  a  never-ending  source  of  income,  greater  or  less,  and  the 
land  and  its  improvements  ai-e  always  lliei'e  for  more  taxes.  Education 
has  become  a  sort  of  fetish  with  the  great  American  ])ublic,  and  before 
it  they  gladly  lay  their  treasni-e.  Ke(|uests  for  bonds  and  buildings 
and  levie.s  for  maintenance  ai'e  seldom  refused. 

it  is  true  that,  until  the  past  year,  we  made  a  soi-t  of  an  annual 
estimate  pnr|)orting  to  be  the  average  cost  ])er  pujiil  foi-  maintaining 
the  sclutol.  To  tho.se  who  have  thought  at  all  about  it,  however,  it  was 
very  evident  that  this  estinuite  was  no  real  statement  of  the  actual  cost 
of  educating  a  pupil  for  a  given  unit  of  time.  The  largest  and  most 
evident  soun-e  of  error,  if  these  statistics  were  to  be  u.sed  comparatively, 
is  in  the  fact  that  no  account  was  taken  of  the  original  investment  or 
of  rlcj»reciation,  both  of  which  ai-e  very  large  items  in  .school  expenses. 
There  are  .schools  in  this  state  having  an  enrollment  of  possibly  500. 
in  which  the  plant  has  cost  them  a  (piartei-  of  a  million  dollars,  and 
there  arc  other  schools  handling  four  times  the  luunber  of  students 
with  posKJIily  oidy  two  or  three  limes  the  amount  of  money  invested. 
Moreover,  this  report  which  we  formerly  made  furnished  the  principal, 


CAIJFORXIA    IllCir    SCIIOOli    PHI  NCII'AI.S.  41 

llic  superintendent  and  the  board  no  analysis  of  the  expenses  within 
their  seliool.  This  is  one  of  the  most  important  thing;s  that  a  report  of 
this  sort  should  do.  Tt  is  just  as  well  therefore.  ])i'ohal)ly.  that  this 
item  of  tlie  annual  report  has  heen  dropped. 

Wliih'  it  is  true  that  we  liave  reports  enough  at  the  present  time, 
together  with  a  few  dozen  (juestionnaires  per  year  to  keep  us  sufficiently 
])usy  in  our  spare  time,  I  believe  that  it  w'ould  be  well  worth  while  to 
eliminate  some  of  the  present  reports  and  make  some  adequate  report 
to  the  city  board  and  superintendent  yearly,  showing  in  detail  the  cost 
of  maintenance  of  the  various  departments  based  upon  the  unit  of  the 
pupil  per  >'ear.  A  further  report  should  be  made  to  the  Commissioner 
of  Secondary  Education  showing  the  same  things  for  the  w^hole  school. 
The  value  of  such  reports  would  never  be  realized  unless  they  were 
suininarized  for  the  whole  state,  possibly  grouping  the  schools  by  classes, 
and  such  a  report  transmitted  to  the  principals  of  the  schools.  The 
classification  could  be  made  upon  the  basis  of  the  numbers  in  the  schools 
or,  possil)]y,  upon  the  population  of  the  eonununities  in  which  they  are 
situated.  I  have  not  the  least  doubt  that  some  schools  are  spending 
two  or  three  times  as  much  for  janitorial  service  as  they  should,  while 
others  are  probably  so  inadequately  supporting  their  libraries  that  the 
mere  sight  of  the  average  amount  per  pupil  put  into  the  library  per 
year  would  shame  tliem  into  taking  some  action  looking  to  the  better 
support  of  that  all-important  branch  of  school  equipment.  There  is  no 
doubt  that  an  analysis  of  the  costs  in  each  department  w'ould  show 
that  some  departments  are  being  maintained  at  a  cost  out  of  all  propor-- 
tion  to  their  educational  value,  while,  relatively,  others  are  not  receiving 
the  proportion  of  the  available  funds  wdiich  they  should  receive.  The 
few  of  us  who  have  attempted  any  analysis  of  the  cost  of  maintaining 
th(^  various  departments  have  found  that  some  departments,  as,  for 
instance,  Art  and  Mechanical  Arts,  are  receiving  from  three  to  five 
times  as  much  per  year  per  pupil  as  are  departments  like  INIathematics 
and  History.  While  it  is  doubtless  true  that  this  discrepancy  is 
inherent  in  the  nature  of  the  subjects  themselves  and  the  relative 
amount  of  equipment  required  for  them,  it  none  the  less  suggests  at 
once  the  probability  of  equalizing  more  the  distribution  of  the  support 
of  the  school.  An  effort  to  inquire  into  the  cost  of  maintaining  the 
work  in  the  various  departments  per  pupil  j)er  semester  showed  that 
our  work  in  ^Mechanical  Arts  is  costing  us  $26.16  per  pupil  while  the 
w^ork  in  Mathematics  is  costing  only  $5.90  per  pupil.  I  (piestion 
whethei-  the  former  has  four  times  the  educational  value  of  the  latter. 
In  English  the  cost  was  $6.78,  in  Modern  Languages  $6.68,  Ancient 
Languages  $8.47,  Science.  $9.88. 


42  PROCEEDINGS   OF    CONVENTION 

Jt  must  not  1)0  tliouglit  that  tlio  lal)()r  in  makint?  out  such  a  report  is 
viTv  preat.  Owing  to  the  newness  of  the  idea  it  is  possible  that  the 
work  of  the  first  year's  report  would  he  somewhat  dififieult  and  possibly 
.sul)je«'t  to  error.  ])ut  as  one  lieeoines  aeeustomed  to  such  work  it  need 
pive  no  more  trouble  tiian  does  any  other  written  report.  The  report 
for  the  school  as  a  whole  should  show  separately  the  total  cost  and  the 
cost  per  pupil  per  year  for  instruction,  for  supervision  and  administra- 
tion. lil)rary,  janitorial  and  other  salaried  labor,  repairs,  new  equip- 
ment. .supplii'S.  dejireciation  and  interest  on  original  investment.  For 
depreciation  approximately  8  per  cent  on  equipment  and  4  per  cent  on 
buildings  must  be  allowed,  interest  on  the  original  investment  not  less 
tlian  T)  ]K'r  cent  nor  more  than  7  per  cent  on  the  total  cost  of  buildings, 
grounds,  and  permanent  parts  of  the  plant.  This  general  report  for 
the  schools  should  also  show  the  cost  per  ])ui)il  per  year  for  maintaining 
each  department. 

A  more  detailed  rc])()i-t.  to  be  made  by  each  teacher  to  the  head  of 
each  department,  and  In-  him  to  tlie  principal  and  by  him  to  the  city 
superintendent  sliouid  show  si)ccifically.  in  addition  to  the  above  items, 
the  cost  for  instruction  and  supplies  and  new  equipment  for  maintain- 
ing each  class  in  the  school. 

Not  until  we  begin  to  frankly  face  the  manner  in  which  we  are 
spending  our  money  can  we  be  clear  of  the  charge  of  using  the  money 
that  is  given  us  recklessly  and  of  being  the  typical,  hopelessly  unbusi- 
nesslike school  teacher.  Not  until  we  actually  know  how  we  are  spend- 
ing our  money  and  whether  we  are  squandering  it  or  stinting  ourselves 
tan  wi-  go  Ix'forc  the  taxpaj^ers  and  ask  for  additional  support. 

Tilt'  actual  handling  of  the  figures  and  the  summarizing  of  the  reports 
i-an  easily  furnish  satisfat-tory  material  for  the  commercial  department 
of  each  hi^li  school.  In  this  way  much  of  the  clerical  labor  incidental 
to  the  gathering  up  and  summarizing  the  large  numbers  of  figures, 
necessary  in  some  cases,  could  be  minimized. 

Jt  must  l)e  emphasized  that  reports  of  this  sort  have  very  little  value 
as  a  basis  for  comp.irison  between  schools  unless  they  are  all  made  ui)on 
the  .same  basis,  including  the  same  items  and  using  the  same  units. 
The  various  reports  that  have  been  made  by  isolated  schools  thus  far, 
therefore,  nnist  he  used  with  caution  beeau.se  no  uniform  technique  has 
heen  devehtped.  It  .should  be  the  business  of  this  convention  to  urge  a 
state-wi«le  moveiiieiil  to  make  these  reports  compulsory  through  the 
oflice  of  the  Commissioner  of  Secondary  Scliools  in  order  that  they  may 
he  of  real  value  to  those  who  are  beginning  to  take  an  interest  in  this 
importani   hraneh  tif  schotti  adminisl  rat  ion. 


CAr.TKORNIA     IIICll    SCllOOI.    I'KINCU'Al.S.  43 

A  SYSTEM  OF  COST  ACCOUNTING  FOR  HIGH  SCHOOLS. 

C.  A.  lI()l.l,l.N(;siiKAii.   I'rincip;!!  Saiitn   lt:irli;ir:i  llii;li  Scliool. 

In  a  lelt(M'  to  me  ju'companyiiif?  a  copy  oi"  liis  paper.  Mi".  (Jould 
ackiiowledjt^ed  liiinsclf  a  novice  in  eost  a(H!Ountin^'.  After  a  careful 
study  of  his  paper  I  concluded  his  acknowledgment  was  a  statement  of 
modesty  rather  than  of  fact.  It  is  true  that  he  has  devised  no  system, 
nor  did  he  atteni])t  to  do  so;  yet,  heyond  (piostion,  he  has  set  t'orlli  a 
body  of  principles  upon  which  a  system  may  l)e  l)uilt. 

1.  Referring  to  Mr.  Ciouhl's  suggestion  that  some  of  the,  pn^.sent 
re})orts  be  eliminated  and  an  a(le(iuate  report  be  made  to  the  city  board 
and  superintendent,  showing  in  detail  the  cost  of  maintaining  the 
various  departments,  based  upon  the  unil:  of  tJic  pupil  per  year,  I  would 
amend:  1  think  the  report  made  to  the  administrative  officers,  showing 
in  detail  the  cost  of  maintaining  the  various  departments,  should  be 
based  upon  the  lotit  of  the  pupil  per  subjeet,  not  npon  the  unit  of  the 
pupil  per  year.  My  reason  for  this  is  that  high  school  attendance  is 
growing  more  rapidly  than  high  school  income ;  therefore,  a  more 
economical  system  of  instruction  must  of  necessity  take  the  place  of 
the  present  in  all  subjects  conventional,  classroom  recitation  method. 
There  is  no  good  reason  why  all  students  in  all  subjects  should  take  the 
time  of  a  teacher  for  tive  recitations  a  week  for  a  year  to  get  a  credit ; 
some  subjects  are  of  such  nature  as  to  lend  themselves  to  the  arrange- 
ment of  large  groups  for  direction  and  instruction,  the  instruction  to 
be  given  only  to  those  who  need  it  and  only  as  often  as  they  need  it. 
Under  such  a  system  each  student  would  progress  independently,  many 
would  complete  a  unit  in  a  given  subject  in  less  than  a  year,  a  few  would 
re([uire  more  than  a  year.  Under  such  a  scheme  the  teaching  cost 
would  have  to  be  computed  upon  the  unit  of  the  pupil  per  subject,  as 
suggested  above. 

To  fully  discuss  a  Group  Directive  INIethod  of  Instruction  is  out  of 
order  in  this  connection.  I  shall  therefore  content  myself  by  prophesy- 
ing that  economy  will  force  it  upon  many  of  our  high  schools.  At 
present  this  method  is  being  tried  out  in  a  few  schools.  An  article  will 
soon  be  otfered  to  the  "Sierra  Educational  News,"  setting  forth  what 
has  been  accomplished  in  scholarship  and  the  resulting  economy  in 
cost  of  teaching  one  subject. 

2.  The  suggestion  to  group  the  schools  into  classes  upon  the  basis  of 
the  numbers  in  school,  or  on  the  population  of  the  community,  is 
commendable.  It  must  be  kept  in  mind  that  no  hard  and  fast  system, 
covering  all  schools,  can  be  devised;  latitude  must  always  be  allowed 
for  local  conditions. 

3.  I  quote:  "There  is  no  doubt  that  an  analysis  of  the  cost  of  each 
department  would  show  that  some  departments  are  being  maintained 


44  PROCEEDINGS   OP    CONVENTION 

ctut  uf  all  pi-opdi-tioii  to  tlifir  ('(liicatioiial  valuf  relatively,  while  others 
urv  iu»t  reeeiviii;:  the  projxji-tiitii  of  the  available  fund  which  they  should 
receive. "  The  rehitive  educational  value  of  different  subjects  merits 
a  great  ileal  more  attention  than  it  receives.  If  some  of  our  efficienc}'^ 
experts  could  scale  the  value  of  History.  Science,  Manual  Training,  etc., 
the  problem  of  apportioning  funds  would  then  be  a  simple  matter.  The 
ireueral  conclusion  is  that  it  is  impossible  to  relatively  evaluate  the 
different  subjects,  yet.  1  think  it  were  better  to  have  an  arbiti-ary 
measure  than  none  at  all.  ^ly  reason  is  that  it  is  easy  for  some  depart- 
ments, by  nature  of  subject  matter,  to  cut  the  cost  of  teaching  below 
that  of  other  departments.  Departments  should  l)e  encouraged  to 
ee-onomize  to  a  reasonable  degree,  and  department  heads  and  their 
teachers  should  be  rewarded  in  salary  for  marked  saving  in  theii- 
departments.  i)rovided  the  educational  output  is  up  to  standard. 

4.  1  do  not  agree  with  ^Ir.  (iould  that  the  labor  of  making  out  a  cost 
accounting  report,  such  as  outlined  by  him,  is  not  a  heavy  task.  I  think 
that  tlie  organization  of  schools  must  be  changed  to  meet  changing 
conditions  and  that  when  changed,  the  more  efificiently  a  school  is 
ailminLstered,  especially  on  the  teaching  side,  the  more  complicated  will 
become  the  accounting. 

o.  1  agree  with  the  closing  statement  of  the  paper:  "It  should  be  the 
business  of  the  convention  to  urge  a  state-wide  movement  to  make  these 
i-eports  (cost  accounting)  compulsory  through  the  office  of  the  Commis- 
sioner of  Secondary  Schools,  in  order  that  they  may  be  of  real  value  to 
those  who  are  beginning  to  take  a  real  interest  in  this  branch  of  school 
administration.'.'  May  I  add  to  his  suggestion  that,  since  true  progress 
is  always  by  education,  never  by  compulsion,  a  committee  be  appointed  ; 
this  committee  to  consist  of  the  Commissioner  of  Secondary  Schools, 
the  Commissioner  of  Vocational  Education,  and  a  limited  number  of 
high  school  principals.  The  duty  of  this  committee  shall  be  to  make  a 
state-wide  study  of  conditions,  to  .secure  the  aid  of  the  administrative 
expert.s  in  our  various  state  institutions,  and  to  investigate  what  has 
been  done  in  other  .states  along  tliis  line;  then  to  devise  a  tentative 
.system  of  cost  accounting,  which  in  the  form  of  a  report  .shall  be  sub- 
mitted to  this  Ixtard  for  correction,  .suggestion,  and  a|)proval.  When 
th<'  task  is  completed,  the  result  is  to  be  turiK-d  ovci-  to  the  State  Hoard 
of  Kdueation  with  tlif  rciiucst  thai  it  become  a  re(|uired  State  School 
Jiejiort. 


CALIFORNIA    HIGH    SCHOOf-    PKINCIl'ALS.  45 

THE  CALIFORNIA  INTERSCHOLASTIC  FEDERATION. 

li.    L.    Hkk.ma.n,    I'liiiciiuil    San    I'.i  riiar<liii(i    lliiili    School. 

Tlie  Calit'oniia  hiterseholastic  Federation  was  organized  in  1914.  In 
llie  introduction  to  the  constitution  written  by  Will  C.  Wood,  Mv. 
Wood  says.  "In  many  instances  interschool  athletic  contests  are  posi- 
tively liarniiiil.  School  activities,  if  allowed  to  run  wild,  niilitali- 
ajiainst  ratlu  r  than  assist  the  development  of  character." 

One  ])urp()sc  of  this  federation,  as  stated  in  the  constitution,  is  to 
'•direct  and  control  atldctics  ^and  other  school  activities)  as  educa- 
tional i-esonrccs  to  be  encouraii'ed  and  fostered." 

in  tlie  two  and  a  half  years  since  this  federation  was  beiiun  it  has  t»i 
a  very  ^ireat  extent  acc()iii])lish('d  the  purposes  stated  above.  The  fed- 
eration is  now  in  good  standing  and  on  a  firm  basis. 

However  well  its  aims  have  been  accom])lished  to  the  present  time, 
tliei-e  remain  other  things  to  be  done.  1  shall  mention  brietiy  a  few 
things  that  should  be  done  and  some  things  that  should  be  avoided. 

First.  If  we  are  not  careful,  we  will  go  too  far  in  our  legislation. 
We  will  be  regulating  too  closely  the  little  details  that  should  be  left  to 
the  local  leagues  and  individual  schools.  We  may  have  too  nnich  "red 
tape." 

Second.  There  is  danger  of  carrying  our  iuterscholastic  activities 
too  far.  The  whole  business  is  quite  exi)ensive  in  time,  money,  and 
energy.  We  may  lose  sight  of  the  real  purpose  of  the  high  school.  I 
do  not  think  it  is  wise  to  hold  state  championship  contests  in  all  forms 
of  athletics.  I  doubt  very  much  if  Pomona  got  value  received  for  the 
$000  or  J|;600  it  cost  the  high  school  and  the  citizens  of  Pomona  to  bring 
the  Woodland  high  school  team  to  Pomona,  even  though  she  did  win  the 
state  championship  in  Rugby.  T  doubt  if  AVoodland  feels  paid  for 
what  she  spent.  The  state  is  too  large,  it  costs  too  nnicli  and  makes  the 
seasons  for  each  sport  too  long.  For  example,  the  championship  contest 
in  football  for  southern  (Uilifornia  for  1916  was  decided  only  one 
week  ago,  about  December  20.  Now  San  Diego  nmst  .iourney  north 
for  a  final  contest.  I  wonder  if  it  would  not  be  .just  as  well,  and  San 
Diego  feel  quite  as  happy,  if  she  stopped  with  the  championship  of 
southern  California. 

TJdrd.  We  have  about  quit  taking  oui'  athletic  teams  on  "junketing 
trips."  on  which  they  will  be  away  from  home  for  sevei-al  days  or  a 
week,  play  several  different  teams,  and  travel  several  hundred  miles. 
No  good,  and  much  harm,  usually  comes  from  such  ti-ips.  The  other 
day  I  received  a  letter  from  the  principal  of  a  high  school  in  Arizona 
who  asked  for  a  game  with  our  high  school.  I  replied  that  we  could 
not  consider  his  proposition  for  two  reasons,  first  because  we  did  not 


4G  PROCEEDINGS   OF   CONVENTION 

lliiuk  it  a  ^'ou»l  tiling,  aiul  seeoiul  because  we  could  not  allow  and 
eucourag:e  boys  of  auother  liijjli  school  to  do  what  we  would  not  allow 
our  own  boys  to  do.  I  have  fre<iuently  written  letters  like  this  to 
schools  here  in  California. 

Fourth.  I  ])elieve  we  are  puttint;  too  much  emphasis  on  the  winning 
of  championships,  in  seme  cases  almost  by  any  means.  I  am  glad  to 
note,  however,  that  such  practices  are  disappearing  and  that  coaches 
who  work  to  that  end  are  losing  their  popularity. 

We  should  devi.se  some  means  to  bring  more  of  our  boys  (and  girls, 
too)  into  some  form  of  atidetics — a  form  not  too  strenuous  but  what 
the  average  i)upil  can  take  part.  The  pupils  should  be  divided  into 
chtsses  according  to  age,  size,  and  ability,  and  have  more  contests  between 
.sc.liools  located  close  to  each  other;  we  should  have  more  intraschool 
contests.  This  will  give  for  each  school  more  games  at  must  less  cost. 
As  recojumended  liy  the  federation,  athletics  will  then  become  more 
like  play  for  the  purpose  of  recreation.  There  is  already  a  movement 
for  an  "all-pupil  contest"  conducted  at  home.  I  believe  it  an  excellent 
thing.  It  will  displace  what  we  too  nearly  have  now,  athletics  for  a 
few  big.  strong  boys,  and  put  in  i)hysical  training  or  physical  educa- 
tion for  every  boy  and  girl.  It  will  cause  to  be  organized  in  every 
scliool  such  a  department  that  will  care  for  the  physical  welfare  of 
all.  Coaches  will  become  physical  instructors  in  physical  education, 
with  coaching  as  secondary  work.  They  will  teach  physiology,  hygiene, 
and  sanitation.  Playgrounds  will  be  enlarged  and  all  e(|nipiiient  neces- 
sary to  care  for  work  of  physical  education  will  ])e  provided,  the  same 
as  now  provided  for  intellectual  education. 

Fifth.  We  are  now  developing  better  officials,  liut  we  need  more  of 
them.  We  must  have  officials  who  know  the  game,  know  the  rules 
from  an  official's  standpoint,  and  above  all,  who  will  enforce  them 
strictly  and  impartially.  Nothing  is  so  demoralizing  to  the  game  and 
the  character  of  tlic  boys  as  poor  work  on  the  part  of  the  officials. 

Sixth.  We  must  have  a  higher  type  of  coach.  The  coach  is  much 
better  now  tiian  a  few  years  ago.  We  have  some  very  fine  men.  But 
the  coach  who  drinks,  smokes,  and  uses  profanity,  whether  with  his 
boys,  or  alone,  who  works  to  win.  and  win  l)y  ;iny  means;  who  teaches 
his  l)oys  how  "to  put  the  other  fellow  out";  who  "dopes"  his  men 
Ix-fore  they  go  into  a  game;  who  stai-ts  men  in  races  to  foul  other 
men;  who  insults  officials  and  others  when  liis  Iwys  are  penalized  for 
violation  of  tlie  rules  and  accuses  the  officials  of  robbing  him  of  the 
tiiiuu-  JK-cause  he  did  not  win  by  a  score  of  75  to  0,  instead  of  68  to  0, 
and  the  coach  who  can  not  lake  a  defeat  as  gracefully  as  a  victory, 
nccd.s  the  api.licalion  of  a  heroic  remedy.     This  it  is  the  dutv  of  the 


CATJPORNIA    TTIOII    SCHOOL    PRINCIPALS.  47 

principal  to  apply.  It  is  tlic  duty  of  the  pfiiicipal  to  know  what  the 
coach  is  cloin^,  what  his  hoys  are  doinu',  and  apply  remedies  as  needed. 

Sevenili.  T  thinlc  there  is  a  need  for  a  ehanue  in  the  dress  of  hoys  on 
the  athletic  field,  and  1  Ix-lieve  now  is  a  good  time.  Too  many  boys, 
especially  in  l)aski-tl)all  and  track,  are  not  dressed  properly  to  appear 
before  audiences  of  l)oth  sexes.  I  would  remove  all  spikes  from  all 
athletic  shoes.  What  if  they  can  not  perform  (piile  so  (piickly?  They 
will  perform  much  more  safely  to  themselves  and  their  friends  on 
opposing  teams.  Especially  is  there  need  for  removing  spikes  from 
baseball  shoes.  During  the  i)ast  nine  years  some  boy  has  been  seriously 
hurt  on  our  baseball  field  every  year.  Some  of  these  injuries  have 
been  purely  accidental,  while  others  appeared  very  much  as  if  intended. 

Eighth.  There  is  room  for  the  improvement  in  the  conduct  of 
students  and  citizens  toward  other  schools.  Disresix'ctful,  uncivilized, 
insulting  yells,  remarks,  jeers,  and  insinuations  calculated  to  confuse 
players  and  officials  should  not  be  tolerated.  Such  coiuhict  has  dimin- 
ished greatly  during  the  last  few  years  and  should  be  unknown  in  a 
few  years.  The  principal  is  the  one  person  who  can  l)ring  al)out  these 
needed  reforms.  When  these  problems  in  connection  with  athletics 
are  solved  we  will  have  solved  many  of  the  problems  of  interschool 
activities,  and  athletics  and  other  school  activities  will  have  become 
real  constructive  educational   forces  that   develop   character. 


4—31381 


48  PROCEEDINGS   OF    CONVENTION 

THE  CALIFORNIA  INTERSCHOLASTIC   FEDERATION. 

r.   S.   .Mi<^>i  iKiiv.   .Siiin-iiiiii-iiil.-ul   ul    S.hotils,    Walsuin  illt'. 

In  some  partieiihirs.  I  do  not  look  with  f.nvor  on  the  C.  I.  F.  Respect 
and  adinii-atit)ii  ai"c  tliie  the  h'a(hTs  fni-  tliiii-  ciiciiix-  and  devotion  and 
for  many  of  their  aecoiiiplishnients.  lint  it  appears  to  me  that  a 
serious  mistake  has  been  made  in  iiiakin":  state-wide  eompetition  the 
basis  for  seheduh-s  and  in  makinir  state-wide  championship  tlie  troal  for 
which  every  ambitious  iii^di  school  athlete  is  to  strive. 

A  word  of  explanation  is  due  as  to  why  onr  worthy  commissioner 
placed  an  anti-Federationalist  on  this  discassion.  I  did  not  ask  for 
his  reason,  but  I  am  goin^r  to  make  his  apology.  It  chances  that  I  live 
and  work  in  that  most  beautiful  of  California's  beanty  spots,  the 
Monterey  Hay  country.  As  you  know.  Nature  has  reared  back  of  onr 
lowlands  a  1)arrier  of  rugged  mountains.  These  serve  to  ])rotect  ns 
from  the  chilling  winds  of  conservatism  from  the  nortii  and  also  from 
the  hot  blasts  of  progress  from  the  south.  Throngh  the  few  passes 
that  give  ns  entrance  and  exit,  only  the  most  temperate  breezes  are 
allowed  to  blow.  Thus  far  even  the  Federation  breeze  has  not  gained 
entrance.  The  commLssioner  wished  \ou  to  hear  fi'om  one  who  works 
on.  untouched  by  this  last  named  climatic  disturbance. 

In  the  Monterey  Bay  region  some  twelve  or  fifteen  years  ago  there 
was  organized  the  Coast  Counties  Athletic  League.  The  schools  there 
liavi'  w(jrk('d  under  this  league  continuously  since  its  organization,  and 
th('\  have  had  little  difficulty  as  compared  with  schools  under  other 
leagues.  This  may  account,  in  a  measure,  for  our  slowness  in  joining 
the  larger  organization.  We  have,  liowever,  had  difficulties,  some  of 
which  we  consider  serious.  The  most  serious  problem  has  been  the  evil 
attendant  upon  sending  our  l)oys  on  hmg  trips.  We  have  felt  the 
meageruess  of  the  supervision  that  the  school  is  able  to  supply  in  such 
ca.ses.  To  combat  the  evil,  we  have  restricted  trips  to  a  maximum  of 
one  day,  and  have  so  lar  as  possible  increased  faculty  supervision. 
Kvcn  nctw.  we  have  difficulties  on  lliis  scoi-e.  ])ut  they  are  neither  so 
numerous  nor  so  .serious  as  when  li'ips  i-e(|uire(l  overnight  absence  from 
home.  All  of  the  principals  of  Ihe  ('.  ('.  A.  L.  ai-e.  1  believe,  a  unit  in 
looking  with  disfavor  on  longer  trips  than  those  now  allowed. 

A  see<md  evil  that  we  have  encountered,  though  in  this  I  do  not  wi.sh 
to  speak  for  the  entire  leaiiue.  is  the  exaugcrat ion  of  the  spirit  of 
eomi>etition.  This  has  been  so  pronounced  at  times  as  to  produce 
individuals,  and  in  some  in.stances.  teams,  that  were  profes.sional  in  all 
except  technical  definition.  This  evil  has  been  to  some  extent  overcome 
by  hrn'j  and  .•;irn<-st   trainiiit:.  a  carcrnl   niii-t iiiing  of  the  spirit  of  fair 


CAiJFORNiA   men  sciioor-  principals.  49 

play  and  .si)()i'tsiiianshi|),  iiiid  by  rcslraininji-  coiitiimally  tlic  competi- 
tive instinct  in  so  far  as  i1  leads  to  wiiniiii}^  at  any  eost.  This  tend- 
ency toward  professionalism.  1  can  iiol  l)iit  leel,  must  l)e  fostered 
rather  than  discouraged  by  tlie  tremendous  incentive  of  stale-wide 
championship. 

Friendship  between  scliools  1  believe  to  be  a  furtlier  restraining 
influence  upon  the  professional  spirit.  This,  in  my  opinion,  can  only 
exist  between  schools  situated  sufficiently  Tiear  one  another  for  real 
acquaintanceship  to  exist  between  l)oth  students  and  teachers.  The 
mere  fact  of  the  contestants  being  utter  strangei-s  would  seem  to  make 
necessary  a  professional  spirit.  Under  the  ('.  l.  V.  schedules  con- 
testing schools  may  be  sei)arated  by  the  hMigtli  of  the  state. 

We  know  that  back  of  this  movement  is  a  gi-eater  ([uestion  than  either 
your  experience  or  mine.  The  question  of  the  value  of  interschool 
athletics  is  involved.  Its  value  to  tiie  athh'tes  and  its  value  to  the  much 
larger  number  of  nonparticipating  students  is  being  more  and  more 
seriously  questioned.  We  all  acknowledge  that  everything  in  connec- 
tion with  public  schools  nuist  be  lioth  educative  and  democratic  in 
character.  We  know  that  in  athletics,  as  they  are  generally  conducted, 
the  educational  value  is  most  du])ious,  and  further,  that  whatever  value 
may  result  accrues  only  to  the  few  who  are  most  physically  (it.  Presi- 
dent Foster,  of  Reed  College,  does  not  hesitate  to  arraign  seriously  our 
whole  system  of  high  school  and  college  athletics.  We  may  not  agree 
with  President  Foster  in  all  of  his  particulars,  but  his  ground  is 
sufficiently  Avell  taken  to  give  us  reason  to  hesitate  before  introducing 
into  our  high  schools  factors  that  we  know  are  dangerous. 

Some  of  my  C.  I.  F.  friends  have  assured  me  that  I  am  "all  wrong." 
An  ardent  advocate  of  the  Federation  told  me  that  he  wanted  not  only 
state-wide  competition,  but  also  nation-wide  competition.  He  even 
assured  me  that  he  looked  forward  to  the  time  when  we  would  indulge 
in  international  high  school  athletic  contests.  I  do  not  believe  that 
this  man  voiced  the  sentiments  of  the  leaders  of  the  C.  I.  F.,  but  he 
did,  however,  point  out  a  danger.  More  conservative  men  have  told 
me  that  the  C.  I.  F.  is  a  panacea  that  may  be  administered  in  doses  to 
suit  the  individual  sufferer.  They  tell  mc  that  a  school  can  stop  in 
the  competition  anywhere  that  it  may  desire.  Such  a  procedure  would 
l)e  easy  but  unsportsmanlike  for  a  losing  team.  For  a  winning  team 
it  would  be  difficult  and  Tantalus-like  in  its  cruelty.  Still  more  con- 
servative men  tell  me  that  the  C.  I.  F.  is  simply  an  earnest  effort  at 
systematic,  well  directed  and  uniform  control.  AVith  this  aspect  of  the 
work  we  must  all  agree,  but  why  couple  it  with  the  extravagance  of 
state-wide  competition  and  championship?  I  talked  the  question  over 
at  the  very  beginning  of   the   C.   I.   F.   movement  with   some  of  the 


50  PR0CEEniX(5>i   OF    CONVENTION 

strong:('st  iiifii  ill  the  Fcdcr.it icii.  Tliry  jickiiowledged  tlio  absurdity 
of  tho  extent  to  wiiieli  the  Federation  \vo\iUl  carry  adole.sceut  boys  in 
their  athletics.  One.  with  a  shrug  of  his  shoulder,  remarked,  "We 
have  it  and  must  make  tlie  best  of  it."  1  believe  that  they  have  more 
nearly  made  the  worst  of  it.  No  aeknowled'^'ed  evil  should  be  sanctioned 
by  the  Federation. 

Hishop  l^rent  has  .said  that  the  destructive  critic  is  simply  a 
' 'knocker.''  He  gives  absolution,  however,  to  the  destructive  critic  who 
tries  to  be  constructive.  To  save  myself  from  falling  into  the  knocker 
class,  I  make  this  simple  suggestion :  Let  us  keep  the  Federation  with 
all  of  its  iiumy  good  qualities,  but  let  us  have  the  Federation  forbid 
competition  beyond  the  minor  league.  Let  us  even  have  it  limit  the 
size  of  the  league  to  not  more  than  five  or  six  schools  and  limit  the 
number  of  contests  that  may  be  participated  in  during  a  given  season 
by  any  one  .school.  If  more  than  the  joy  of  winning  is  needed  for 
the  victorious  team  in  a  league,  state  recognition  in  the  form  of  pen- 
nants or  banners  might  be  given.  Hy  this  simple  process,  the  C.  I.  F. 
could  he  made  an  educational  factor  deserving  the  support  of  every 
high  school  in  the  state,  and  that  support  would  not,  I  believe,  be  long 
dt'la\<*d. 


^LSi 


CALIFORNIA    HIGH    SCHOOL   PKlNCIl'Al-S. 

MILITARY  DRILL  IN  THE  PUBLIC  HIGH  SCHOOL. 

By  John  F.  Encilk,  Priiicipal,  Plncci-  rnioii  lliuli  Scliool,  Aul)iirn.  Calironiiii. 

Military  drill  demands  and  enforces  implicit  obedience.  The  adoles- 
cent must  take  his  place  in  the  line  at  the  word  of  command.  He  must 
shift  his  weapon,  without  error,  from  one  position  to  another  and  in 
perfect  unison  with  all  the  other  members  of  the  group.  He  must  hold 
his  body  in  a  cei-tain  definite  position  at  the  same  time  that  he  correlates 
jtctions  with  other  members  of  the  group.  He  is  actually  made  to 
rcMlize  that  tlic  whole  is  greater  than  any  one  of  its  parts. 

Compulsory  military  drill  is  intensely  democratic  in  its  tendencies. 
The  son  of  \he  millionaire  stands  shouUler  to  shoulder  with  the  son  of 
the  day  lal)orer.  Each  receives  exactly  the  same  treatment ;  each  must 
obey  implicitly  the  same  orders.  No  leniency  can  be  shoAvn  to  the  one 
or  the  otiier.  In  successful  military  drill  the  ensemble  must  be  perfect. 
If  one  boy  in  a  company  fails  to  perform  in  unison  with  all  the  other 
members,  he  mars  the  whole  performance;  that  is,  he  ceases  to  be 
democratic  and  becomes  for  the  time  being  an  anarchist.  Democracy 
must  mean  more  and  more  mobilization,  cooperation,  and  the  inclusion 
of  individual  effort  in  the  wider  purposes  of  organized  society. 

IMilitary  drill  in  the  high  schools  foreshadows  the  wider  economic 
organizations  of  adult  life.  A  nation  that  encourages  anarchy  in 
industrial  life  will  fall  behind  in  the  mighty  race  soon  to  be  run  among 
the  nations  of  the  earth  for  industrial  supremacy.  When  the  present 
European  war  ends,  industrial  activities  will  be  given  an  organization 
and  an  impetus  undreamed  of  and  unheard  of  by  the  thinkers  of  a 
decade  ago.  The  urge  is  upon  us ;  the  stress  is  here.  We  must  begin 
now  to  accustom  our  boys  and  young  men  to  group  action,  to  concerted 
movements  and  to  a  more  cheerful  recognition  of  larger  initiative 
in  governmental  action.  In  the  great  battle  for  economic  supremacy 
we  have  no  choice,  we  can  }iot  stop  and  cavil.  We  must  develop  the 
highest  type  of  group  activity  or  we  must  take  a  second  or  third  place 
because  of  our  inherent  stupidity. 

Conventional  military  drill  combined  with  the  system  of  bodily  exer- 
cises, recommended  by  our  war  department,  constitutes,  in  ray  opinion, 
the  finest  and  completest  system  of  physical  culture  now  known. 

The  subject  of  patriotism  in  the  public  high  schools  demands  more 
than  a  passing  notice.  No  people  ever  yet  achieved  greatness  who  did 
not  believe  in  themselves.  To  teach  the  truth  in  regard  to  history  is 
one  thing;  to  belittle  and  sneer  and  muckrake  is  quite  another  thing. 
Our  military  history  can  truthfully  be  presented  in  such  a  way  as  to 
disparage  militai-ism.  The  military  history  of  such  great  men  as  AVash- 
ington  and  Grant  and  Lee,  when  truthfully  presented,  arouses  peaceful 


,12  PROCEEDINGS   OF    CONVENTION 

st'iitiiiit'Uts  ratluu-  than  warlike  ilesires.  I*ati-iotisiii  is  solidarity; 
l^atriotisin  is  a  feeling  tliat  the  whoh^  is  of  nioi't'  impoi-taiiee  than  the 
parts.  The  i)atriot  revels  in  tlic  jiresent,  rejoiees  in  the  past  and  looks 
to  tiie  future  with  hope  and  ])ride.  True  patriotism  is  synonymous 
with  duty.  Itravci-y  and  iiioi-al  and  ])liysical  courage.  High  school  boys 
should  he  taught  to  love  the  flag.  1o  r«'vere  our  great  men  and  to 
know  and  appreciate  our  great  and  si)lendid  country.  High  school 
hi.story  teachers  who  are  pessimistic,  whose  minds  are  filled  with  isms 
instead  of  the  facts  of  history,  and  who  are  cynics,  should  1)e  per- 
emptorily dismissed  from  the  public  schools. 

It  is  charged  by  .some  that  military  di-ill  in  the  high  schools  will 
instill  into  the  minds  of  l)ovs  ideals  of  wholesale  murder  and  aggression, 
and  that  this  exercise  will  make  them  too  fond  of  destructive  weapons. 

Surgeons,  who  wield  the  knife  and  scalpel  on  the  human  body,  are  not 
more  bloodthirsty  than  other  men.  Soldiers  who  have  i)articipated  in 
battles  are  afterwards  nearly  always  men  of  peace.  The  makers  and 
.sellers  of  destructive  weapons  are  not  di.stinctl\-  warlike.  The  most 
expert  pistol  shot  T  ever  knew  would  not  even  shoot  a  gi'ound  s(|uirrel. 
The  manufacturers  of  dynamite  do  not,  for  tliat  reason,  play  the  rol(>  of 
dynamiters.  The  most  expert  rifle  shot  T  ever  knew  seldom  used  his 
skill  in  hunting  for  wild  game.  Expei-f  boxers  are  rarely,  if  ever. 
<|uarrelsome.  Skillful  swordsmen  do  not  take  delight  in  running  people 
through. 

The  man  who  charges  that  compulsory  military  drill  in  the  high 
.schools  in.stills  ideals  of  wholesale  murder  and  aggression  is.  to  put  it 
mildly,  delivering  him.self  of  reckless  assertions.  ^Military  drill  for 
high  school  boys  doi's  inculcate  obedience,  system,  regularity,  the  art  of 
self  defense,  honor,  and  the  noble  virtue  of  cleanliness.  Careful 
instructions  are  given  in  the  splendid  art  of  rendering  first  aid  to  both 
friends  and  enemies.  Physical  endurance  is  developed  and  boys  arc 
laught  by  precept  and  example  the  noble  art  of  self  relian'-e. 

Von  can  not  divorce  duly  and  courage  fi-om  dangei-  and  daring. 
The  fireman,  when  performing  his  sim])le  duty,  is  in  the  midst  of 
danger,  and  may  be  confronted  by  death.  The  per.son  who  walks  fear- 
lessly and  righteously  is  daily  in  lli.-  shadow  of  hatred  and  enmities. 
'I'he  man  who  puts  duty  first  i.s  niot-c  likely  to  exj)crience  safety  first 
than  the  one  who  works  only  for  safety  first. 

The  adolescent,  who  pon-s  over  books  in  which  battles  are  brilliantiv 
dcM-ribed  and  military  heroes  lidd  np  to  fame,  might  experience  a 
harmfid  .stimulation  of  the  imagination.  .Military  drill,  on  the  otifer 
liaml.  forecH  our  adolescent  to  ce;ise  dreaming  and  to  confront  realities. 
.\ctual  and  strenuous  military  drill  <Icstroys  the  glamour  of  the  man  on 
horseback  and  of  charging  s<|uadrons.  hi  the  first  in.stance  distance 
lends  enchantment  to  the  view:  in  the  second  case  nearness  disillution- 


CALIKOKNIA    IIKill    SCHOOL    PKINCII'AI-S.  53 

iws.      Ideals   are   corrected   by   facts;   experience    is   the   last    word    in 
character  formation,  and  the  true  tester  of  all  ideals. 

To  make  a  summary:  compulsory  military  li'niiiiu<r  in  the  puhlic 
high  schools  induces  mental  concentration,  enfoi'ces  coopei-ation  and 
m-oup  movements,  inculcates  democracy,  affords  excellent  and  compi-c- 
liensive  physical  trainini;.  enlarges  the  true  ai-t  of  self  defense,  places 
the  sous  of  the  poor  man  on  the  same  plane  as  the  sons  of  the  rich  num. 
and  develops  in  a  very  definite  maumn*  the  art  of  bodily  expression. 
(*ompulsory  militai-y  training,  through  hard  drilling  and  strenuous 
marching,  corrects  the  bizarn^  ideals  of  adolescent  life,  obtained  from 
reading  sensational  military  history.  It  enforces  obedience,  system, 
neatness,  regularity  and  cleanliness.  The  noble  art  of  conduct  is  closely 
associated  with  standing  attitudes  and  bodily  position,  with  commands 
given  and  commands  received,  with  mutual  forbcai-ance  and  reasonabh' 
aggression.  All  of  these  things  come  to  the  surface  among  boys  in 
compulsory  military  training. 

Rich  parents  will,  in  the  future  as  they  have  in  the  pa.st.  place  their 
sons  in  private  schools  where  compulsory  military  training  is  re(|uii-ed. 
The  public  high  schools  must  enforce  military  training  so  that  the  sons 
of  the  toiling  millions  may  be  placed  on  an  equality  with  the  sons  of 
the  rich. 

If  only  the  sons  of  the  rich  are  skilled  in  the  use  of  defensive  weai)ons, 
they  will  tend  to  become  a  dangerous  and  undemocratic  caste.  The 
only  way  to  remove  this  danger  is  to  democratize  military  training. 

The  organization  of  only  a  part  of  the  boys  in  a  high  school  into  a 
cadet  company  or  cadet  companies,  is,  in  my  opinion,  unwise,  undemo- 
cratic, and  might  be  fraught  with  danger  to  the  internal  harmony  of 
the  school.  An  exclusive  cadet  company  in  a  high  school  might 
approximate  unto  the  evils  of  a  high  school  fraternity.  The  only  good 
reason  for  organizing  a  part  of  the  boys  in  a  high  scliool  into  a  cadet 
company  or  companies,  is  the  fact  that  later  on  it  will  lead  to  the 
inclusion  of  all  the  boys  in  the  company  or  companies.  Let  me  be 
emphatic:  if  military  training  is  introduced  into  the  public  high  schools 
it  should  be  made  compulsory  upon  all  boys. 

National  preparedness  is  the  most  comprehensive  (picstion  affecting 
our  personal  existence  and  our  public  welfare.  We  are  living  in  strenu- 
ous and  bloody  times.  Half  the  world  is  on  tire.  Tf  the  conflagration 
now  raging  in  Europe  should  be  extinguished,  who  knows  but  what  it 
may  soon  burst  forth  again  in  some  other  part  of  the  world?  Men  have 
longed  for  universal  peace  and  sung  the  pwans  of  brotherhood  for  two 
thousand  years.  For  three  hundred  years  every  great  war.  accoj-ding 
to  certain  thinkers  and  philanthropists,  has  been  the  last;  and  still  they 
come.  Eastern  Europe  is  today  filled  with  half  drowned  nations.  For 
many  generations  these  peoples  have  struggled  to  keep  their  heads  above 


54  PROCEEDINGS   OF    CONVENTION 

water.  They  wanted  breathing  space.  Now  they  are  desperately 
(U'lnandincr  standing  room.  They  will  have  it.  and  will  have  it  now: 
hut  thi-y  will  not  liave  it  now  nor  in  the  future  without  trouble.  Terri- 
torial aggression  and  trade  avarice  cause  wars.  These  two  motives  will 
act  in  the  future  j»i.st  as  keenly  as  they  have  in  the  past. 

We  should  be  prepared.     No  man  can  foretell  the  day  nor  the  hour. 

If  tlie  spifts  of  foreign  nations  could  report  that  the  United  States 
has  all  the  time  from  five  to  eight  millions  of  men  who  have  had  four 
years  of  militarj'^  training,  it  would  have  a  most  salutary  moral  effect 
upon  any  nation  contemplating  military  aggression  against  us. 

^lilitary  instruction  in  the  public  high  schools  possesses  high  educa- 
tional value;  it  al.so  prepares  the  boy  to  help  defend  his  country.  Edu- 
cational values  are  important ;  national  defense  is  a  tremendous 
necessitv. 


CALIFORNIA    TIKJII    SCHOOL    I'UIXCIPAI.S.  00 

SHALL  MILITARY  TRAINING  BE  MADE  COMPULSORY 
IN  OUR  HIGH  SCHOOLS? 

\V.   A.  DoKON,   Williams,  ( 'alilOriiia. 

My  attitude  on  this  question  is  best  expressed  by  saying  tliat  I  am 
opposed  to  compulsory  military  training  except  under  cases  of  very 
extreme  necessity.  That  I  can  conceive  of  no  cases  wherein  this  neces- 
sity would  involve  i)upils  of  high  school  age.  That  compulsion  in  the 
high  school  on  any  account  is  contrary  to  the  best  ideals  of  high  school 
management.  Hence  my  paper  is  intended  to  be  an  argument  against 
compulsory  military  training  in  general,  in  the  high  school  in  particular, 
and  specifically  in  favor  of  the,  "I  ought,"  or  "I  should,"  that  so  many 
high  school  principals  try  to  instill  in  the  minds  of  their  pupils. 

We  are  living  under  a  constitution  established  by  the  people  of  a 
democracy.  One  of  the  fundamental  reasons  for  the  adoption  of  that 
constitution  is  stated  in  the  preamble  to  be  "to  provide  for  the  common 
defense."  That  is  the  most  righteous  reason  ever  given  for  the  estab- 
lishment of  an  army  and  navy. 

Up  to  the  present  the  volunteer  regular  army,  the  militia,  the  navy, 
and  in  times  of  special  danger  a  volunteer  army  and  navy  have  been 
ample  for  the  common  defense,  and  at  each  and  every  time  when  the 
test  came  these  agencies  have  been  found  effective  not  only  for  the 
common  defense,  but  likewise  for  the  suppression  of  rebellion,  the 
acquisition  of  some  additional  territory,  and  the  protection  of  neighbor- 
ing states  from  the  hand  of  oppression  and  insurrection. 

This  condition  has  existed  for  more  than  a  century  and  a  quarter  and 
the  achievements  under  it  have,  in  the  sum  total,  been  a  safeguard  to 
the  common  defense  of  the  people  of  the  country  for  whom  the  constitu- 
tion was  established.  In  other  words,  the  provisions  made  for  the 
common  defense  have  been  equal  to  the  conditions  under  which  we  have 
been  living  for  more  than  one  hundred  and  twenty-five  years. 

Now,  from  some  source  comes  the  warning  cry  of  admonition  that  our 
present  provisions  for  the  common  defense,  or  rather  our  present  plan 
for  preparing  for  it,  is  not  adequate  to  the  existing  world  conditions  or 
those  that  we  are  facing  in  the  immediate  future. 

Whence  come  these  alarms  and  warnings? 

Three  sources  may  be  mentioned  as  their  origin. 

First — Patriotic  people  who  have  studied  world  conditions  together 
with  our  own  provisions  for  coping  with  them  may  have  arrived  at,  and 
proclaimed  the  proposition  that  our  present  provisions  for  the  common 
defense  are  not  adequate  and  that  compulsory  military  training  is  an 
immediate  necessity  and  should  be  substituted  for  our  volunteer  system. 

Second — The  proposition  may  have  originated  with  people  having 
financial  gain  or  selfish  motives  in  view. 


56  PROCEEDINGS    OF    C()N\  ENTION 

Third — It  might  have  luul  its  origin  witli  that  class  whicli  is  always 
anxious  to  he  in  the  limelight  and  know  of  no  hetter  way  of  getting 
there  than  hy  everlastingly  finding  fault  with  things  as  they  are.  and 
making  themselves  conspicuous  hy  eternally  crying  change,  with  the 
liope  of  making  some  people  helieve  it  a  synonym  for  patriotism. 

Which  of  the  three  is  responsihle  for  it.s  promulgation  is  heyond  the 
scope  of  this  paper  to  determine,  it  can  he  stated,  however,  with  a 
rea.sonahle  degree  of  certainty,  that  it  originated  with  one  of  the  three 
or  a  comhination  of  the  second  and  third.  The  source  of  a  proposition 
frequently  reveals  the  reason  for  it. 

Kegardle.ss  of  its  origin  we  are  face  to  face  with  the  proposition  and 
it  is  our  duty  as  good  citizens  to  calmly  and  critically  examine  it  on  its 
merits.  Isn't  it  strange  that  a  suhject  whose  stiidy  creates  non- 
producers  should  he  made  the  only  compulsory  one  in  our  high  school? 

Fully  realizing  that  precedents  should  n»t  control  us  in  our  actions 
for  the  present  or  future,  yet,  we  helieve  they  may  guide  us  in  determin- 
ing what  may  be  l)est  for  the  present  and  future.  With  this  in  view, 
let  us  compare  briefly  some  of  the  results  of  the  volunteer  system  of 
military  training  with  those  of  the  compulsory  system. 

In  view  of  what  was  said  at  the  outset  of  this  paper  concerning  what 
the  volunteer  system  has  done  for  the  United  States  for  more  than  a 
hundred  and  twenty-five  years,  it  is  unnecessary  to  review  it  here. 
We  have  then  to  examine  the  results  of  compulsory  military  training 
in  countries  where  it  has  existed  in  order  that  we  may  contrast  or  com- 
pare the  two  systems. 

Germany  has  had  compulsory  military  training  of  the  highest  type. 
What  have  been  the  results  in  so  far  as  the  common  good,  or  even  com- 
mon defense  of  Oermany  is  concerned?  The  system  has  driven  thou- 
.sands  of  her  best  citizens  to  seek  homes  in  other  lands.  The  system  has 
given  rise  to  a  philosophy  and  teaching  which  is  dangerous,  pernicious 
and  fal.se.  As  an  outgrowth  of  the  system  we  have  General  Bernhardi 
pro.-laiming  in  his  work.  "Germany's  Next  War."  published  in  1!»11, 
that  it  is  both  the  right  and  duty  of  Germany  to  make  war.  Right,  for 
expansion,  and  duty,  to  impose  (m  the  rest  of  the  world  her  own  superior 
cnlturc.  Snch  teachings  by  Hernhardi  and  iiuiiiy  others  of  c(|iuil  eiiii- 
ncnce  coupled  with  compnisory  military  training  plunged  (Jermany  into 
the  present  struggle  and  \\\:uU-  necessary  a  world  war.  Did  any  volun- 
teer system  ever  bring  on  such  a  calrniity  .'  It  is  liiic.  in  the  opinion 
of  mankind,  that  the  volunteer  system  has  prevented  many  a  calamity. 
I  doubt  if  it  cat!  I.e  .shown  that  comjjul.sory  military  training  ever 
prevented  (inc.  It  surely  has  lironght  neither  ])eace.  prosperity,  nor 
happiness  to  a  single  nation  where  it  is  adopt.-d.  Have  the  results  been 
beneficial  to  (Jermany.'  Has  the  German  system  produced  for  her, 
results  comparable   t..   fhose    whi.-h   our  system    lia.s   j.roduced   for  the 


CAI>IF()RNI.V    HIGH    SCIIOOI.    PHINCII'Af-S.  .)/ 

United  States?     l^ceause  of  the  pernicious  system  of  niilitarisiii.  (!er- 
iiiany  is  tlireatened  witli  annihilation  as  an  independent  state. 

Do  results  show  that  compnlsory  military  ti-ainin^  is  a  ix'tter  •guaran- 
tee for  the  continuanee  of  a  nation  than  is  voluntary  military  service? 
Do  present  or  past  world  conditions  su^<;est  an  answer  in  favor  of  the 
compulsory  system?     Surely  they  do  not. 

The  Swiss  system  is  pointed  to  more  than  any  other  as  the  idcrd  one 
for  the  United  States.  Switzerland  is  held  up  by  many  with  the 
assumption  that  she  maintains  her  independence  among  nations  by 
reason  of  her  military  system.  Switzerland  does  not  maintain  hcj- 
autonomy  among  nations  by  reason  of  her  military  system,  but  for  the 
very  obvious  reason  that  no  nations  of  Europe  will  allow  any  other 
nation  to  appropriate  her. 

France  or  Italy  and  many  other  nations  could  sub.i\igate  Switzerland 
in  spite  of  her  compulsory  system  of  military  training  if  other  nations 
would  allow  .such  a  condition.  Yet  Switzerland  continues  to  call  forth 
her  sons  in  military  arra.y  just  as  though  it  were  necessary  for  her 
existence  as  a  naticm.  The  chief  etforts  of  her  soldiers  are  to  see  that 
all  train. 

Is  it  not  a  fact  that  compulsory  military  training  is  and  has  been 
tiie  direct  cause  as  well  as  reason  for  the  annihilation  and  threatened 
destruction  of  European  states  ?  No  other  agency  can  begin  to  compare 
with  it  as  a  cause- for  the  war  conditions  now  existing. 

The  best  argument  ever  adduced  for  compulsory  military  training 
is  found  in  the  unfair  conditions  accompanying  the  volunteer  system. 
()r  in  other  words,  the  volunteer  system  places  the  burden  on  the  willing 
and  the  brave  and  leaves  the  unwilling  and  cowards  at  home.  I  am 
willing  to  admit  that  there  is  good  ground  for  this  comparison,  but  I 
am  not  willing  to  admit  that  it  is  sufificient  rea.son  for  discarding  a 
successful  plan  for  the  adoption  of  a  plan  that  has  and  is  proving  a 
failure  in  instances  where  it  has  been  adopted.  The  unfairness  of  the 
volunteer  system  is  antagonistic  to  the  American  standard  of  justice, 
but  if  you  will  investigate  you  will  find  the  compulsory  system,  as  it  is 
administered,  honeycombed  with  unfair  practices.  You  will  find  that 
caste,  and  political  and  army  influence,  decide  the  station  the  young 
men  are  placed  in  when  entering  the  army  under  compulsion.  It  does 
not  take  a  very  great  stretch  of  the  imagination  to  see  that  wealth  and 
political  influence  will  determine  the  status  of  the  American  boy  if 
compulsory  military  training  is  ever  enforced  here.  Indeed,  the  only 
time  compulsion,  or  the  draft,  was  ever  instituted  in  the  United  States, 
it  was  tainted  by  the  fact  that  he  who  was  drafted  might  for  money  hire 
a  substitute.  So  do  not  think  that  the  volunteer  system  is  the  only  one 
which  has  unfair  features  in  it. 


58  PROCEEDINGS   OK    CONVENTION 

One  of  tile  favorite  ar^'uments  for  enforeed  inilitai y  training  is,  if  a 
person  is  t-onipelled  to  pay  taxes  in  support  of  the  coiumon  government, 
why  should  lie  not  be  forced  into  military  training  that  he  may  be 
prepared  to  defend  his  country. 

Taxes  for  the  connnon  support  and  forced  military  training  in  order 
to  hv  prepared  to  defend  the  country,  are  not  analogous  in  any  par- 
ticular. In  the  tirst  piaee.  nobody  is  forced  to  prepare  to  pay  taxes. 
In  many  instances  we  are  not  even  forced  to  pay  taxes.  Internal 
revenue,  for  instance,  is  largely  a  matter  of  choice.  If  you  choose  to 
use  those  things  on  which  a  revenue  is  placed  you  pay  the  tax,  but 
nobody  forces  you  to  use  them,  neither  is  there  a  penalty  attached  for 
refraining  from  using  them.  But  how  about  municipal,  school,  county, 
and  state  taxes?  There  was  a  time  when  government  incarcerated  the 
body  of  a  person  who  refused  to  pay  such  taxes.  Now  the  property  is 
taken  in  default  of  payment.  In  ease  of  enforeed  military  training, 
what  think  you  would  he  the  penalty  for  refusal  to  comply?  Evidently 
incarceration  of  the  person  in  some  form,  for  if  confiscation  of  property 
were  the  penalty  then  he  without  property  would  be  exempt  and  unfair- 
ne.ss  would  result.  Then,  in  so  far  as  penalty  for  noncompliance  in 
tlu'  two  cases  is  concerned,  they  are  far  from  being  analogous.  In 
rea.soning  from  likeness,  things  must  be  analogous  in  order  to  form  the 
basis  for  an  at^ii-mative  conclusion.  If  not,  a  fallacy  is  the  result,  and 
such  is  the  result  of  comparing  enforced  military  training  with  our 
.system  of  taxation.  I^ut  a  part  is  given  in  taxes,  while  the  whole  body, 
mind  and  soul  is  surrendered  for  someone  to  command  when  compul- 
.sory  military  training  is  enforced. 

Thus  far  we  have  tried  to  contrast  the  volunteer  .system  witli  the  so- 
called  militari.stic  system.  But  I  hear  the  advocates  of  compulsory 
military  training  in  the  high  schools  claiming  that  it  is  only  for  pre- 
jiaredness.  and  not  militaristic.  In  the  sense  of  the  old  adage,  "they 
intend  to  pull  tlie  trigger  easy  and  thus  lessen  the  force  of  the  dis- 
ciiarge. "     "'It  can't  be  done." 

In  case  enforced  military  training  is  engrafted  on  the  high  school, 
what  will  be  some  of  the  conditions  which  nui.st  be  met?  Either  one  of 
two  j)lans  nnist  lie  adopted  in  order  to  be  fair  with  the  boys  of  the 
rerpiired  age  to  take  the  training.  Either  all  boys  of  the  required  age 
will  be  comjtr-llcd  to  attend  high  scliool.  or  some  plan  instituted  for 
p<|uai  training  for  tho.se  who  do  not  attend  high  school.  If  the  first 
aiternativi-  is  ado|>ted.  then  age.  and  not  training.  Mill  ])e  the  recpiire- 
ment  for  admission.  We  will  all  agree.  1  think,  that  such  a  state  of 
affairs  is  not  desirahic  Knfnrccd  military  training  in  the  high  school 
is  a  step,  and  a  long  (.ne.  in  the  direction  of  making  the  United  States 
iiiililHristic.     After  having  forced   the  American   boy   to  take   military 


CALIFORNIA    IIICH    SCilOOr,    PRINCIPALS.  59 

training,  it  follows,  in  my  .judgment,  that  you  will  have  to  force  a  great 
number  when  they  are  needed  on  the  firing  line,  and  those  who  need  no 
foreing  will  be  willing  and  anxions  to  go  to  war  for  trivial  causes — 
for  instance,  to  adjust  the  internal  affairs  of  other  states,  which,  in  the 
opinion  of  many,  is  meddling  with  that  which  is  none  of  onr  business. 
This  is  thrown  in  as  a  mere  suggestion  to  call  up  many  more  trivial 
causes  which  might  call  us  to  w'ar  under  misguiding  leadership,  if  we 
had  a  vast  army  of  compelled-trained  soldiers.  This  is  not  a  question 
of  whether  we  should  be  prepared,  but  rather  a  question  as  to  the 
method  of  preparedness. 

Our  high  schools  could  render  a  far  greater  service  to  our  country 
and  the  world  by  giving  systematic  attention  to  the  question,  how  to 
avoid  war  than  to  the  question,  how  to  conduct  war.  The  question 
before  us  contemplates  teaching  how  to  do  a  thing  which  should  not 
be  done.  But  some  one  replies,  war  has  been,  is  now,  and  forever  shall 
be.  It  would  go  far  to  eradicate  it  from  the  future  if  all  boys  of  high 
school  age  were  to  study  world  questions  and  conditions  with  the  idea 
of  preventing  them  from  bringing  on  war.  The  old  adage,  "an  ounce 
of  prevention  is  worth  a  pound  of  cure"  has  never  yet  been  successfully 
contradicted.  We  all  agree  that  war  is  nothing  less  than  what  General 
Sherman  called  it,  and  yet  some  are  asking  the  state  to  compel  boys  in 
the  high  school  to  learn  to  raise  it.  Don't  they  raise  enough  of  that 
without  being  compelled  to  learn  how? 

We  all  condemn  such  paraphrasing  as  is  done  by  Nietzsche  in  his 
book,  "The  Deeper  Causes  of  the  War."  Here  is  his  sample  of  what 
runs  through  the  minds  of  those  who  think  war  and  at  the  same  time 
try  to  be  honest:  "Ye  have  heard  it  said  of  old,  'Blessed  are  the  meek, 
for  they  shall  inherit  the  earth;'  but  I  say  unto  you,  Blessed  are  the 
valiant,  for  they  shall  make  the  earth  their  throne ;  and  ye  have  heard 
men  say,  'Blessed  are  the  poor  in  spirit;'  but  I  say  unto  you.  Blessed  are 
the  mighty  and  free  in  spirit,  for  they  shall  enter  Valhalla.  And  ye 
have  heard  men  say,  'Blessed  are  the  peacemakers';  but  I  say  unto  you, 
Blessed  are  those  who  make  war,  for  they  shall  l)e  called,  not  the  chil- 
dren of  Jahv'e,  but  the  children  of  Odin,  who  is  greater  than  Jahv'e." 

We  condemn,  I  say,  such  talk  as  that,  while  the  fundamental  com- 
mand for  all  mankind,  "If  an  enemy  smite  thee  on  one  cheek,  turn 
the  other  also,"  is  to  continue  to  be  replaced  by  the  command:  If  you 
think  an  enemj^  may  smite  you  sometime  in  the  future,  be  ye  prepared 
to  smite  him  back.  Is  it  not  about  time  we  quit  being  hypocrites  and 
practice  what  we  teach  and  teach  what  ought  to  be  practiced  instead 
of  what  should  be  avoided? 

Our  thoughts  make  us  what  we  are.  "As  a  man  thinketh  in  his  heart 
so  is  he."     Just  as  sure  as  you  set  boys  to  thinking,  and  the  high  school 


60  PROCEEDINGS   OF    CONVEXTIOX 

is  sui>pos»'(l  t(t  <lo  lliiit.  ytiu  ctmlrol  his  life  in  so  far  as  tlu'  liiou^dit  you 
MUH-eed  in  p-ncrating  is  coniM'rncd.  If  you  iuduci'  the  hoy  to  thiuk 
war  is  the  road  to  honor  and  distinction  you  stir  within  him  a  desire 
to  travel  that  road.  Military  drill  witli  the  irun  teaches  how  to  handle 
the  jrun.  not  the  body. 

rntil  our  volunteer  system  fails  to  produce  the  state  of  preparedness 
ileenied  safe  and  sane,  let  us  use  that  system.  When  it  fails  to  place 
us  in  a  state  of  preparedness  for  the  common  defense,  then  will  be  the 
time  to  talk  of  .some  other  .system.  Wiien  i)atriotism  becomes  a  thing 
of  the  i)ast.  when  the  call  of  duty  fails  to  arouse  the  American  citizen, 
and  when  the  ideals  of  self  government  cease  to  appeal  to  him,  then 
forced  service  will  be  called  into  action  for  a  time  by  those  who  happen 
to  be  strong  enough  to  command  it,  and  our  system  of  government,  the 
best  ever  devised  by  man,  will  no  longer  exist. 

If  military  training  were  made  one  of  the  subjects  for  instruction  in 
the  high  schools  throughout  the  land  on  the  same  basis  as  any  other 
subject,  and  provision  made  for  proper  instruction  when  a  sufficient 
number  ilesired  it.  there  would  be  no  trouble,  in  my  judgment,  in  get- 
ting an  efficiently  trained  military  force  in  so  far  as  the  high  school 
is  able  to  furnish  it.  This  has  never  been  tried  except  in  isolated  cases, 
and  in  these,  I  am  advised,  has  been  highly  successful. 

There  is  no  good  reason  for  our  governnunit  to  inaugurate  a  com- 
pul.sory  .system  of  military  training  in  our  high  .scliools  until  the 
volunteer  method  has  been  given  a  fair  trial  at  least. 

N(j  one  gives  his  best  under  compulsion.  Most  Americans  are  willing 
to  give  their  very  best  when  duty  calls. 

Chaining  .soldiers  to  the  guns  would  provoke  disaster  in  the  American 
army.  So  compulsory  military  training  for  boys  of  the  high  school 
who  have  aspirations  for  useful  lives  would  l>e  a  sei-ious  menace  to  the 
legitimate  aims  of  our  high  school  svsteiii. 


CALIFORNIA    men    SCHOdl,    PKINCIPALS.  61 


THE  POSSIBILITIES  OF  THE  INTERMEDIATE  HIGH  SCHOOL 
IN  UNION  AND  COUNTY  HIGH  SCHOOL  DISTRICTS. 

Merton  E.  Hill,  Principal  Chaftey  Union  Higli  Scliuul,  Ontario,  Cal. 

In  presenting  this  subject  today  I  am  conscious  of  the  fact  thai  I  lia\c 
had  no  share  in  the  intermediate  hi^h  school  movement,  ])ut  as  I  :iiii 
to  discuss  "Possibilities,"  I  shall  be  pardoned  for  any  failure  in  pre- 
sentation from  experience.  I  have  liased  what  might  be  termed  tin' 
authoritative  part  of  my  discussion  on  a  fund  of  well-written  articles 
that  have  appeared  during  the  past  few  years  in  various  educational 
magazines.  In  "Education"  for  October  of  the  present  year  you  that 
are  interested  will  find  over  seven  pages  of  bibliography  on  "The 
Junior  High  School."  I  have  used  this  bibliography  (juite  widely.  1 
have  studied  somewhat  the  administration  of  a  typical  California 
intermediate  high  school.  I  have  sought  out  the  best  thought  among 
current  educators,  and  what  is  presented  briefly  today  can  be  made  the 
basis  of  constructive  educational  work  throughout  the  rural  and  part 
of  the  urban  area  of  the  great  state  of  California. 

It  is  a  mistake  to  think  that  the  intermediate  higli  school  idea  is  new. 
Without  the  name,  but  with  the  main  features  existing,  such  schools 
have  been  in  existence  here  and  there  for  years.  Kalamazoo,  Michigan, 
has  had  such  a  school  for  twenty-five  years;  several  other  cities  for  abouv 
twenty  years;  and  Fresno,  California,  for  about  fifteen  years.  During 
the  past  decade  there  has  been  the  rapid  development  of  the  junior 
high  school  movement,  and  today  there  are  probably  more  than  three 
hundred  such  schools  in  the  United  States.  The  intermediate  high 
school  idea  has  impressed  education  nationally.  In  "Education"  for 
September  of  this  year,  there  is  published  a  list  of  two  hundred  eighty 
cities  and  towns  of  the  United  States  that  have  these  institutions.  Only 
nine  of  these  towns  are  in  California,  although  there  are  a  lot  of  inter- 
mediate high  schools  of  California  not  listed. 

The  fundamental  ideas  regarding  the  junior  high  school  have  long 
existed  in  California.  Back  in  the  middle  nineties  I  passed  from  the 
sixth  grade  into  a  room  apart  from  the  rest  of  the  elementary  school. 
Into  this  room  were  gathered  the  seventh,  eighth,  and  ninth  grades; 
many  of  the  subjects  taught  were  "secondary"  in  type.  I  graduated 
from  this  school  while  former  Superintendent  F.  F.  Ikniker  was  princi- 
pal ;  perhaps  from  this  experience  he  got  some  of  the  ideas  that  later  led 
to  his  introduction  of  the  intermediate  high  schools  into  Berkeley. 
Later,  after  I  had  gone  through  the  normal  school,  T  taught  as  principal 
in  two  different  rural  schools  where  1  had  the  privilege  of  having  a 
ninth  grade  with  two  or  three  other  classes  in  a  separate  room.  My 
ninth  grade  course  of  those  years  included  General  Sciem-e,  Algebra, 
Latin,  and  Ancient  Hisfoi-y.     Since  those  days,  a  little  over  a  decade 


G2  PROCEEDINGS   OP    CONVENTION 

ago,  tlu'  uni(in  high  school  project  has  been  so  successful  thai  tiie  uiuth 
grade  has  dropped  out  of  the  grammar  school,  while  the  seventh  and 
••ighth  grades  in  rural  schools  are  still  under  the  close  domination  of 
i-ounty  boards  of  education. 

Tliere  have  been  two  main  reasons  why  boards  of  education  in  cities 
and  towns  have  established  intermediate  high  schools.  1.  Congestion 
in  high  schools  and  in  the  elementary  schools  of  certain  systems  have 
demanded  reailjustment.  In  this  i)articular  the  intermediate  school 
is  "an  administrative  device"  to  bring  about  a  financial  saving.  A 
niniiber  of  towns  made  changes  along  this  line  to  obviate  the  necessity 
of  further  building.  2.  The  real  reason  that  \vill  stand  the  test  of 
futurity  is  that  the  intermediate  school  is  an  educational  device  that 
makes  possible  the  "segregation  of  adolescents  into  homogenous 
groups."  This  makes  possible  a  necessary  reorganization  of  the  course 
of  study  for  the  early  adolescents. 

AVherever  these  institutions  have  been  established  there  have  become 
noticeable  many  advantages.  I  wish  to  go  into  detail  with  these 
advantages,  for  they  have  an  important  bearing  upon  the  question 
under  discu.ssion.  These  advantages  have  been  stated  clearly  by  three 
men.  and  I  can  not  do  better  than  to  give  you  an  abstract  of  their 
testimony.  Professor  Lull  in  "Education,"  Vol.  30,  pp.  22,  23, 
advocates  the  intermediate  high  school  for — 

1.  "Pupils  of  the  seventh  and  eighth  grades  will  be  under  the  care 
of  one  corps  of  teachers  who  have  a  unity  of  purpose." 

2.  "Boys  and  girls  will  have  started  on  their  way  toward  a  new  goal 
before  the  changes  of  adolescence  take  place." 

3.  "The  high  school  teacher  can  better  understand  ninth  graders." 

4.  The  plan  "extends  fundamental  culture  lines  of  the  present  high 
school  down  through  the  eighth  and  seventh  grades." 

5.  The  j)lan  permits  the  pursuance  of  a  definite  group  of  subjects  long 
enough  for  students  "to  become  grounded."  IMany  believe  with  Pro- 
fes.s()r  Lull  that  "the  fundamental  culture  lines  represented  by  litera- 
ture, language,  history,  .science  and  mathematics  should  start  with  the 
seventh  grade  and  continue  in  closely  arlicidated  courses  throughout 
the  high  school." 

Pr<»fcNS(»r  Wheeler  in  the  Kducational  Review,  Vol.  21,  ]).  245,  sug- 
gests similar  advantages.  Ilr  arjrucs  that  the  intermediate  high 
school  — 

L  "Fits  the  work  umiv  closely  to  the  pupil."  thus  preventing 
elimination. 

2.  "Shifts  to  a  less  dangerous  period  the  change  of  schools." 

3.  "Provides  easy  transition  from  the  one-teacher  regime  to  the 
departmental    plan." 


CAUKORNiA   111(111  SCHOOL  j'K'i Ncri\\r.s.  63 

4.  "  !'i'()\i(l('s  a  (Iclinitc  period  in  wliicli  inlcrcsls  and  apt  ilihlis  may 
l)c  tried  old,  thus  lesseidiiu  llie  miinliei-  ol'  ediicat  imial  iiiislits  in  tlio 
higher  courses." 

5.  "Tends  to  re(hu-e  waste  in  the  matter  of  e(|uipiiient  and  teaelung 
force. ' ' 

Mr.  Joseph  Abelson  in  an  admirable  artieU'  puhlislied  in  "Education" 
of  September  of  the  current  year,  further  presents  the  advantages:  Tlie 
plan — 

1.  Makes  possible  the  "discovery  of  the  capacities  and  needs  of  the 
pupils. ' ' 

2.  "Prevents  unnecessary  retardation  of  pupils,  for  i)ronKjtion  is  by 
subjects  and  not  by  grades. ' ' 

3.  "Prevents  student  mortality  at  the  close  of  the  grammar  grades." 

4.  "Begins  secondai-y  education  with  pubescence." 

5.  "Prevents  waste  of  time." 

6.  "l^ridges  the  gap  between  eh-mentary  schools  and  high  schools." 

7.  "Reduces  the  number  of  educational  misfits." 

8.  "Results  in  a  better  grouping  of  pupils;  hence  better  discipline." 
It  has  been  demonstrated  beyond  a  doubt  in  scores  of  school  systems 

that  the  intermediate  high  school  is  a  good  tiling,  that  it  is  actually 
fitting  the  needs  of  society,  that  it  enlarges  the  educational  range  of 
thousands  of  early  adolescents,  and  that  it  is  based  upon  sound 
pedagogy.  If  this  institution  is  practical  for  the  largest  cities  and  also 
for  the  small  towns;  if  it  fills  a  much  felt  need  in  the  general  educational 
system ;  there  is  no  question  but  that  it  can  be  adapted  in  union  and 
county  high  school  districts;  and  the  idea  at  least  can  be  followed  out 
in  many  remote  rural  schools.  I  realize  that  my  presentation  would 
be  incomplete  if  it  does  not  present  in  detail  a  flexible,  and  at  the  same 
time  workable,  plan  that  will  meet  conditions  as  they  exist  in  California 
I  shall  recommend  a  plan  that  if  followed  out  will  insure  in  a  much 
broader  way  than  at  present  the  retention  in  school  of  a  much  greater 
number  of  adolescents,  and  at  the  same  time  this  plan  will  present 
possibilities  of  instruction  much  lietter  adapted  to  boys  and  girls  in  their 
early  teens. 

The  plan  contemplated  recpiires  little  or  no  change  in  the  present 
law;  what  the  cause  needs  is  enccmragement  and  leadei'ship  of  county 
superintendents,  the  various  county  boards  of  education  and  of  the 
State  Board  of  Education  and  high  school  pi-incipals.  First  of  all 
there  should  be  a  reorganization  of  the  course  of  study  for  the  seventh 
rTnd  eighth  grades.  This  reorganization  should  be  state-wide;  it  should 
make  possible  in  rural  schools  and  in  all  other  schools  the  elimination 
of  a  certain  amount  of  instruction  that  is  time-honored,  but  that  has 
nothing  else  to  recommend  it.  There  slumld  be  substituted  for  this  what 
might  be  called  adolescent  sid)jects  that  fit  the  needs  of  the  individual, 

5— 31 381 


64  PROCEEDINGS   OF    CONVENTION 

ami  that  will  awaken  in  him  a  vision  of  his  possibilities.  1  wonld 
rcstoiv  to  the  remote  rural  districts  that  are  too  far  removed  for  trans- 
pt.rtation  to  a  larger  center  a  new  and  renovated  ninth  grade;  and  I 
w.mld  further  give  to  sueli  districts  that  maintain  such  classes  their 
l.n.pnrti.in  of  the  ai>portionment  of  state  and  county  high  school  funds. 
The  suh.iects  given  in  such  a  school  would  follow  the  needs  of  the  rural 
life:  l.ut  they  should  he  a  blending  of  the  practical  and  the  cultural. 
This  policy  would  lead  to  the  discovery  of  "Full  many  a  gem  of  purest 

ray  serene." 

The  second  type  of  school  is  already  in  existence  in  several  towns 
of  California.  All  the  seventh  anil  eighth  grades  of  a  small  school 
system  are  grouped  together  to  form  a  unit— an  intermediate  school. 
This  sort  of  school  has  been  in  existence  in  Orange  for  several  years,  and 
it  is  a  line  school.  It  has  been  organized  this  year  at  Colton,  and  there 
are  doubtless  numy  in  the  state.  The  course  of  study  has  been 
reorganized  to  include  several  secondary  subjects,  departmental  teach- 
ing obtains,  and  there  is  promotion  largely  by  subjects,  instead  of  ])y 
grades.  There  seems  to  be  only  one  trouble  with  this  sort  of  school;  it 
doesn't  keep  together  in  one  homogenous  body  the  early  adolescents. 
Bnt  this  organization  is  preferable  to  the  old.  and  it  is  a  decided  step 
in  the  right  direction. 

The  third  type  of  school  does  not  yet  exist  in  California,  so  far  as  I 
know.  It  is  the  splendid  union  intermediate  school  of  the  future,  and 
it  is  going  to  make  its  appearance  very  soon.  AVhen  it  comes,  the  rural 
connnunitie-s,  or  most  of  them,  and  the  smaller  towns  will  have  as  tine 
school  systems  as  the  larger  cities;  and  the  country  boys  and  girls  will 
have  as  admiraiile  oj^jioi-tunities  for  continued  education  as  their  city 
cousins  now  have.  This  new  school  m\\  be  a  union  intermediate  of  two 
.sorts.  First,  it  will  be  a  reorganization  of  all  the  schools  in  the  present 
union  and  county  high  .school  districts.  At  the  ba.se  will  be  the  various 
elementary  schools,  completing  their  elementary  courses  in  six  years. 
Next  will  be  the  union  intermediate  school.  The  boys  and  girls  from 
the  various  elementary  scliool  centers  will  be  sent  to  a  centrally-located 
intermediate  school,  transport;ition  free.  In  this  school  will  be 
as.seinbled  the  early  adolescents,  and  there  will  be  planned  a  four-year 
course  to  include  all  grades  from  tlie  seventii  to  the  tenth,  inclusive. 
This  will  leave  Ihc  jjrcscnt  union  high  schools  without  the  two  first  years, 
but  Willi  the  junior  colleen-  cla.sscs  added.  In  many  cases  the  present 
high  schools  would  be  greatly  Itenefited  l)y  sucli  a  change. 

In  rural  areas  where  we  do  not  now  have  luiion  high  schools  I  would 
have  a  similar  union  intermediate  institution.  I  have  been  up  and  down 
the  great  state  (»f  Calil'ornia  by  auto,  and  1  am  convinced  that  there  an; 


CALIFORNIA    HIGH    SCIIOOI)   PRINCIPALS,  65 

many  rural  areas  thai  can  practically  cslaltlisli  such  a  union  school. 
Let  mc  illustrate  what  1  incau  by  the  Idllowiut,^  diaj^rains: 

(Here  I  present  several  maps  sho\vin<::  a  number  of  grammar  school 
districts  not  in  union  high  school  districts.  Districts  are  located  on  a 
circumference,  with  perhaps  a  schoolhouse  near  the  center.  This 
shows  the  probable  location  of  an  intermediate  school.)  The  grouping 
of  such  schools  might  very  well  be  left  to  the  County  Superintendent  of 
Schools,  or  perhaps  to  the  County  Board  of  Education.  There  should 
be  kept  constantly  in  mind  a  periphery  of  elementary  schools  with  an 
intermediate  union  near  the  central  location.  In  some  instances  present 
elementary  schools  might  be  used  as  the  basis,  but  more  often  a  new 
intermediate,  modern  in  every  particular,  should  be  established.  In 
every  instance  the  union  intermediate  school  should  possess  a  large 
campus  of  not  less  than  twenty  acres. 

The  aim  of  this  school  should  be:  First,  to  centralize  rural  life; 
second,  to  enlarge  the  vision  of  opportunity  of  all  adolescents;  and 
finally,  to  extend  upward  the  range  of  educational  choice.  There  should 
be  in  this  school  the  best  possible  teaching  force ;  enough  teachers,  so 
that  there  is  one  for  every  twenty  pupils.  The  teachers  should  be 
grounded  in  sympathy  for  the  adolescent.  They  should  be  young  (not 
necessarily  in  age)  and  virile.  They  should  be  of  exemplary  conduct; 
their  life  must  ring  true.  Finally  they  must  be  qualified  by  scholar- 
ship and  experience.  There  should  be  buildings  and  grounds  suitable 
for  classroom  instruction  under  the  most  wholesome  conditions.  There 
should  be  laboratories  for  elementary  science,  shops  of  the  sort  that 
the  boys  will  later  enter,  and  modern  domestic  science  rooms.  There 
must  be  gardens  and  agricultural  space  suitable  for  pursuing  com- 
munity agriculture  on  a  reasonable  scale.  And  there  must  be  an 
auditorium  where  the  adults  of  the  connnunity  can  get  together  for 
community  projects. 

The  new  course  of  study  should  be  based  upon  a  knowledge  of  the 
fact  that  some  of  the  boys  and  girls  will  continue  through  high  school 
and  college,  while  others  must  soon  stop  and  enter  the  field,  the  home, 
an  industrj',  or  a  business  enterprise.  This  being  true,  the  intermediate 
school  should  be  a  place  for  "range  finding,"  but  it  must  also  be  a  place 
that  definitely  leads  somewhere.  It  must  lead  some  to  high  school,  and 
direct  them  ever  onward  into  the  realms  of  scholarship,  into  the  world 
work  of  professions  and  statecraft;  but  it  must  lead  others  into 
teclmical  shops,  or  into  the  commercial  schools;  and  further,  it  nuist 
lead  others  out  into  the  activities  of  life  with  a  Ix'tter  training  than  of 
old  for  immediate  use  and  future  need. 


06  PROCEEDINGS   OF    CONVENTION 

THE  POSSIBILITIES  OF  THE  INTERMEDIATE  HIGH  SCHOOL 
IN  UNION  AND  COUNTY  HIGH  SCHOOL  DISTRICTS. 

W.    i:.    lli.sri:i!.    l'riiuiii:il.  Tni-luck    I'liiou   lli^li   Srliool. 

I  liave  chosen  to  discuss  the  (luestion.  The  Possibilities  of  the  luter- 
mediate  High  School  in  Union  and  County  High  School  Districts,  under 
four  nuiiu  heads.  First,  the  possibilities  for  the  intermediate  school  in 
thickly  and  sparsely  settled  districts;  second,  the  possibilities  in  the 
interniMiate  school  which  meet  the  needs  of  the  pupil  and  the  require- 
Mienls  of  tile  age;  third,  the  intermediate  school  may  be  the  entering 
wedge  or  the  stepping  stone  to  better  educational  and  admini.strative 
jiossibilities:  fourth,  that  there  is  certain  legislation  which  is  necessary 
in  order  to  cari-y  these  possibilities  into  eifect. 

The  i)cssibility  for  such  a  school  in  thickly  populated  districts  is  very 
encouraging.  There  are  35  or  more  union  high  school  districts,  accord- 
ing t(»  replies  to  my  (lue.stionnaire,  which  have  sufficient  pupils  to  warrant 
these  districts  in  establishing  the  intermediate  school.  In  many 
instances  the  country  schools  are  in  a  crowded  condition,  and  this  is 
the  case  in  my  high  school  district.  If  tlie  seventh  and  eighth  grades 
ar«*  removed  fi'oin  these  schools  it  will  relieve  the  crowded  condition 
and  give  longer  periods  for  the  work  in  the  six  lower  grades.  I  have 
found  by  my  ([uestionnaire  that  out  of  98  replies,  there  are  35  high 
school  districts  whicli  are  so  situatetl  tliat  tile  principals  of  these 
districts  would  ailvise  that  the  intermediate  school  be  established  in 
their  districts.  But  in  sparsely-settled  districts  the  atendance  is  so 
small,  the  schools  are  so  far  apart  and  tiie  roads,  a  good  part  of  the 
year,  so  nearly  iiiipa.ssable  that  such  an  in.stitution  is  clearly  out  of  the 
•  jue.stioii  at  the  present  time,  except  in  a  few  local  centers.  In  this 
cas«'  only  a  part  of  llic  pupils  would  In-  benefited  thereby. 

The  <|uestion  of  transportation  is  the  serious  drawback  in  most  cases, 
since  in  each  distcict  where  the  intermediate  school  is  possible, 
about  half  of  the  piijiils  will  have  to  be  transported.  The  cost  for 
transportation  ranges  from  ^2  jier  month  i)er  i)upil  in  the  Tamalpais 
High  Sclutol  District  to  ^'20  in  the  Wasco  District.  The  average  is  a 
little  less  tlian  $5  ]hm-  nioiilli  ]>cr  pupil. 

In  large  and  spa rsely-.sct tied  as  well  as  in  the  more  thickly-settled 
districts,  many  principals  advise  that  not  only  one  but  two  or  more 
intcrmc<liate  schools  should  be  established  in  local  centers  of  population 
and  that  these  schools  would  act  as  feeders  for  the  senior  high  school. 
.\o  doubt,  you  are  all  aware  that  this  plan  has  been  adopted  in  three 
phiccK  in  the  slate  where  branch  high  schools  have  been  established — 
Siskiyou.  Corning.  an<l  King  City  high  .school  districts. 

1  have  c.stiiiijited  that  it  will  cost  the  Turlock  High  School  District 
from  .$25  t(»  .t:{<>  more  per  pnpil  per  year  to  educate  the  seventh  and 


CAMKOHN'iA    llKiil    SCIIOOK    I'RlNCirALS.  07 

eighth  gratk'  pupils  in  the  iiitcnnodiate  school  than  it  does  at  tli(3 
l)resent  time  in  the  k)eal  districts.  Al)out  $20  of  tliis  additional  expense 
must  be  paid  out  for  transportation.  When  1  asked  the  (luestion,  will 
the  benefits  derived  from  the  intermediate  school  warrant  the  additional 
cost?  this  (|uestion  was  answered  in  the  affirmative  by  all  those  princi- 
pals who  advised  that  such  a  school  be  established  in  their  high  school 
district.  They  stated  further  that  the  benefits  derived  from  the  inter- 
mediate school  can  not  be  estimated  in  money  value. 

If  we  will  look  in  the  second  place  at  the  possibilities  of  the  mU'.r- 
mediate  vschool  which  meet  the  needs  of  the  pupils  and  the  requirements 
of  the  age  we  will  find  that  the  additional  cost  per  capita  looks  small 
and  insignificant  compared  with  the  benefits  derived.  The  first  thing 
which  interests  me  is,  that  the  division  between  the  sixth  and  seventh 
grades  is  a  natural  one,  since  it  comes  at  a  time  in  the  life  of  the  child 
when  the  child  is  entering  on  that  great  awakening  period.  The  child 
is  entering  ujion  a  new  career,  the  old  system  no  longer  meets  its  needs, 
therefore  it  is  necessary  to  enrich  the  course  of  study  with  subjects 
which  will  give  the  individual  a  chance  to  find  himself.  These  subjects 
are  conceded  to  be  vocational,  supplemented  with  English,  History, 
Civics.  Hygiene,  Languages,  etc. 

In  order  to  present  these  vocational  subjects  properly  it  wall  be 
necessary  to  provide  good  e(|uipment,  and  teachers  who  are  college  and 
university  graduates  with  special  training  along  these  lines.  It  is  at 
this  impressionable  period  in  the  life  of  the  child  that  the  pupil  needs 
the  best  teachers  that  our  land  affords.  Better  equipment  and 
stronger  teachers  will  be  a  stimulus  to  the  child's  future  educational 
development. 

Again  the  intermediate  school  meets  the  needs  of  pu])ils  from  the 
country  districts.  jNIy  questionnaire  brought  out  the  fact  that  th(>re  is 
an  average  of  six  pupils  in  the  seventh,  and  three  pupils  in  the  eighth 
grades  in  the  country  school  districts  of  the  high  school  districts  in 
which  this  plan  seems  advisable.  In  these  country  schools  the  classes 
are  so  small  in  these  grades  that  there  is  no  rivalry  between  pupils  and 
there  is  no  interest  taken  in  the  work.  If  these  grades  are  consolidated 
into  an  intermediate  school  system  the  classes  will  be  larger,  the  class 
spirit  and  the  class  rivalry  will  tend  to  spur  the  young  people  to  greater 
activity.  The  associations  will  be  more  elevating  and  inspiring  and  will 
serve  as  an  inspiration  to  do  better  work. 

It  is  further  claimed  that  this  system  meets  the  needs  of  the  age  in 
that  it  will  take  our  young  people  into  this  most  needed  environment 
before  the  compulsory  school  age  limit  has  been  reached.  Here  the 
pupil  is  forced  into  an  environment  which  is  more  ideal  in  a  social  and 
an  educational  way.  This  .system  will  ])ave  the  way  for  the  ])upirs 
future  educational  needs  in  providing  for  him  an  opportunity  to  find 


68  PROCEEDINGS   OF    CONVENTION 

himself  as  avcII  as  to  give  him  the  chance  to  become  acquainted  witli 
the  educational  methods  and  systems  which  are  iLsed  in  high  schools, 
junior  colleges,  and  universities,  and  open  for  him  the  way  into  the 
industrial  woiOd. 

There  is  yet  another  way  in  which  this  system  meets  the  requirement 
of  the  age.  that  is.  it  will  give  a  uniform  preparation  for  the  local  high 
school  work  ("whatever  that  may  be).  In  reply  to  my  question,  what 
can  the  intermediate  school  do  for  your  high  school  district ;  I  found 
that  the  most  uniform  reply  was  that  it  would  give  a  uniform  prepara- 
tion for  high  school  work.  One  principal  said  that  it  would  cause 
trouble.  Another  expressed  by  sentiments  in  criticising  our  prasent 
system.  lie  said.  "There  must  be  something  'rotten  in  Denmark'  since 
we  have  so  many  schools  in  one  high  school  district  under  as  many 
heads  as  there  are  schools  in  the  district."  I  only  need  to  mention  this 
to  call  to  your  mind  that  our  county  system  is  such  that  it  does  not 
meet  the  needs  of  the  county  school  and  the  high  school  to  its  fullest 
extent.  To  illustrate  my  point  let  me  cite  some  of  the  things  which  it  is 
necessary  for  me  to  do  in  my  district.  I  must  give  to  the  pupils  of  the 
first  year  in  high  school  who  come  from  the  country,  the  seventh  and 
eighth  grade  M'ork  in  Domestic  Science,  ]\Ianual  Training,  Music, 
Drawing,  etc..  and  refuse  the  first  year  pupils  from  the  town  grammar 
.schools  work  in  these  lines  until  the  second  year,  at  which  time,  country 
and  town  pupils  are  ready  to  do  the  same  class  of  work  in  these  lines. 
Again  let  me  illustrate  from  actual  experience.  The  county  and  town 
system  allow  a  pupil  to  graduate  from  the  eighth  grade  even  if  he  or  she 
falls  as  low  as  50  per  cent  or  less  in  one  subject  provided  the  average 
is  17}  per  cent  in  all.  This  system  allows  the  pupil  to  shirk  the  subject 
he  docs  not  like.  For  boys  this  subject  is  usuall.v  English  and  Grammar 
and  for  llic  irii'ls  it  is  often  Arithmetic.  TIk^  ])upil  does  not  realize  that 
he  is  deficient  until  he  begins  his  high  school  work,  when  he  meets  it 
face  to  face.     This  <  ondition  is  sometimes  pitiful. 

This  brings  me  to  my  fhirf]  point,  that  is.  the  intermediate  high  school 
as  a  step  toward  better  educational  and  administrative  possibilities  for 
the  high  school  district,  since  it  may  act  as  an  entering  wedge  to  break 
<lo\vn  some  of  the  old  fogy  notions  concerning  educational  and  adminis- 
trative problems.  At  the  present  time  our  country  schools  have  no 
supervision  since  the  county  superintendent,  the  only  one  authorized 
l>\  law.  lias  no  lime  lo  do  this  woi-k.  Tlie  personnel  of  the  local  boards 
is  continually  changing.  These  boards  are  made  up  of  good  men  and 
womr-ii  with  <_'(i(id  intentions,  but  they  lack  experience,  which  is  abso- 
lutely Mi-e.'ssary  in  hiring  teachers  and  in  conducting  a  school  system. 
I'oor  schools  ;md   pddr  feaclieis  are  too  often  the  result. 

In  order  to  overcome  this  it  is  possible  the  principal  of  the  high 
school  shotild  lie  made  l»y  law  the  .supervi.sing  principal  and  the  high 


CAIJFORNIA    lIKill    SCHOOL    I'KINCII'ALS.  G9 

school  buai'tl  oi'  Irustt'is  should  he  iiuuli'  the  j^'ovcniing  l)od\'  for  the 
transaction  of  all  business  for  the  local  districts  in  the  high  school 
district,  and  that  the  l)(>undary  lines  of  the  local  school  districts  should 
be  abolished  and  that  the  pu{)ils  should  be  allowed  to  attend  the  nearest 
district  school  witiiout  having  to  go  through  the  necessary  red  tape  of 
the  present  time  along  with  the  other  inconveniences.  This  will  give 
the  principal  the  opportunity  to  bring  each  school  to  a  uniform  stand- 
ard of  scholarship  which  I  find  is  sadly  lacking  in  our  and  other  high 
school  districts. 

Again  I  believe  it  is  a  stepping  stone  to  better  educational  facilities 
for  the  small  high  school  which  is  struggling  for  its  existance  at  an 
enormous  expense  to  the  local  communities.  As  I  understood  it  the 
intermediate  school  would  include  the  first  year's  work  of  the  main  higli 
school  proper  and  possibly  the  second  year  if  the  attendance  warranted 
it.  Here  economy  and  efficiency  would  result.  The  great  cost  for  the 
small  high  school  is  in  educating  the  third  and  fourth  year  pupils. 
Here  is  an  opportunity  for  the  small  high  school  to  become  an  inter- 
mediate high  school  or  become  a  branch  high  school  of  a  neighboring 
high  school,  which  is  worthy  to  be  called  a  high  school,  by  joining  the 
neighboring  high  school  district.  The  community  in  which  the  small 
high  school  existed  would  be  better  served  by  the  intermediate  school 
at  a  minimum  cost  per  capita  and  the  upper  class  pupils  would  have 
access  to  better  educational  facilities  by  attending  the  main  high  school 
which  would  be  better  equipped  than  the  smaller  school,  and  this  would 
be  controlled  and  operated  by  both  districts.  This  would  be  a  benefit 
to  all  districts  concerned,  as  it  would  increase  the  educational  benefits 
and  reduce  the  cost  per  capita  to  a  minimum. 

I  see  in  the  possibilities  of  the  intermediate  school  a  new  sphere  of 
education  which  it  will  open  for  some  districts.  The  crowded  high 
schools  will  be  relieved  of  the  ninth  grade  and  an  opportunity  will  thus 
be  given  to  establish  in  these  high  schools  the  junior  college. 

Before  these  possibilities  can  be  realized  it  is  necessary  to  have  some 
laws  changed  and  others  made,  and  this  brings  me  to  my  fourth  and  last 
point,  that  is,  the  necessary  legislation  which  is  needed  in  order  to  carry 
these  possibilities  into  effect. 

In  the  first  place  it  is  necessary  to  increase  the  maxmum  rate  for 
transportation  of  elementary  pupils  as  it  now  stands  from  15  cents  to 
25  cents.  This  will  make  the  law  for  the  transportation  of  intermediate 
pupils  the  same  as  the  law  for  the  trans])ortation  of  high  school  pupils. 

Second,  the  present  law,  limiting  the  organization  of  the  intermediate 
school  to  districts  having  an  enrollment  of  100  pupils  in  the  seventh 
and  eighth  grades,  should  be  amended  vSO  as  to  remove  th(>  restriction. 


70  PROCEEDINGS   OF    CONVENTION 

Third,  tlir  lost  for  maintenance  will  be  increased;  therefore  the  pres- 
ent law  for  raising  revenne  nnist  be  ehangred  in  such  a  way  as  to  raise 
enough  money  to  carry  on  this  institution. 

The  fonrtii  needed  legislation  is  the  direct  outcome  of  that  which  is 
nt-i'ded  to  bring  aboiit  a  more  uniform  and  a  better  preparation  for 
entrance  to  the  intermediate  and  liigh  school  proper.  It  is  possible 
that  a  law  sliould  be  passed  making  the  high  school  principal  the  super- 
vising priiu'ipal  and  the  board  of  trustees  of  the  high  school  district 
the  governing  Itody  for  the  transaction  of  all  the  business  for  all  the 
district  elementary  schools  in  that  high  school  district,  since  the  princi- 
pal of  the  high  school  and  tlie  liigh  school  board  of  trustees  are  granted 
this  jiowei'  for  the  intermediate  high  school,  the  senior  higji  school  and 
the  junior  college;  or  abolish  our  present  system  and  establish  the 
eounty  system,  with  its  expert  county  superintendent,  with  a  corps  of 
assistants  who  will  act  as  supervising  principals,  and  a  county  board  of 
education  whidi  will  l)e  the  governing  body  for  the  transaction  of  school 
business  for  the  county;  oi*  estal)lish  a  (lei)artment  of  education  in  the 
state  which  will  regulate  more  satisfactorily  our  school  system.  I 
believe  that  oui'  present  system  should  be  nn'ised  and  tliat  it  should  bo 
done  immediately. 

Tlieii  I  believe  that  the  boundary  lines  of  all  the  local  districts  within 
that  high  sciiool  district  should  be  abolished.  If  it  is  the  county  unit 
l)lan.  then  the  boundaries  in  the  county  should  be  abolished;  if  it  is 
the  state  |)lan.  then  all  school  district  boundaries  in  the  state  should  be 
abolished.  Then  the  children  would  lu'  allowed  to  attend  the  school 
which  is  nidst  convenient.  ])rovi(le(l  these  pupils  can  be  accommodated; 
therefore  T  Ix'lieve  a  law  to  that  effect  should  be  made. 

(M'ntleiiicn.  I  have  attempted  to  point  out  to  you  the  possibilities  of 
the  intermediate  high  school  for  union  and  county  high  school  districts 
as  I  see  them  at  the  present  time.  In  the  first  place  I  have  tried  to 
show  you  the  i)o.ssibilities  of  the  intermediate  school  in  thickly  and 
sparsely-settled  districts;  second,  the  possibilities  in  the  intermediate 
Kchool  whicii  meet  the  needs  of  the  pupils  and  the  retpiirements  of  the 
af?e;  third,  tliat  the  intermediate  school  may  serve  as  a  stepping  stone  to 
better  administrative  and  educational  possibilities;  fourth,  and  finally, 
tliat  eei-tain  leirislalin!!  is  iier-essnrv  to  cari-v  these  i>ossibilities  into 
effecit. 


CALIFORNIA    lllGU    .SClKHil,    I'K'I  N  (  I  |-.\LS.  71 

HIGH  SCHOOL  EXTENSION. 

().  II.  ('U)SK.  riiiiciiml.  S;iii  .Iiiau  rnii'ii  Hi.i;li  S(-liuuI   (Fair  Oaksl. 

Onr  chief  extension  woik,  at  the  San  Juan  Union  High  School,  may  be 
classed  under  three  divisions: 

1,  Agricultural  instruction  and  clul)  work;  'J.  Ihe  woi'k  of  the  parents' 
auxiliary;  3,  credit  for  home  work. 

The  fir.st  and  most  important  at  present  is  the  agricultural  extension 
work,  with  l)oys'  clubs  and  experimental  work  with  farmers. 

Last  year  we  organized  our  first  agricultural  club,  consisting  of  eight ' 
l)oys,  none  of  which  were  at  that  time  especially  interested  in  agri- 
culture. They  entered  upon  the  work  after  considerable  persuasion. 
The  results  were  quite  satisfactory,  but  the  most  satisfactory  results 
were  not  in  financial  profits  made  by  the  boys.  Some  of  the  boys  only 
made  expenses.  The  gratifying  results  came  from  the  increased 
interest  in  agriculture  which  the  boys  displayed  and  the  educatioiud 
training  derived  from  the  systematic  regulations  of  the  club  work. 

One  boy  who  claimed  he  was  not  interested  in  farming,  was  induced 
to  enter  the  contest.  He  is  now  an  enthusiastic  agricultural  cluh 
member  and  no  longer  talks  about  becoming  a  lawyer. 

Another  boy  was  kept  in  school  on  account  of  the  club  work.  His 
father  had  decided  to  keep  the  boy  at  home,  but  after  the  visit  made  by 
the  club  directors,  and  the  principal,  the  father  was  convinced  of  the 
greater  value  of  an  education  to  his  boy  than  the  amount  of  money  he 
might  earn  working  on  the  farm  with  him.  He  not  only  sent  him  to 
school  this  year,  but  bought  him  a  Ford  for  conveyance.  One  boy  states 
that  the  most  valuable  lessons  in  how  to  succeed  in  life  were  learned 
by  him  while  attempting  to  make  his  bean  crop  grow. 

This  year  the  board  of  trustees  has  employed  an  agricultural  teacher 
for  twelve  months  in  the  year.  Ours  is  one  of  the  ten  schools  in  the 
state  this  year  receiving  government  aid  under  the  Smith-Lever  act  for 
agricultural  education  in  secondary  schools. 

It  is  the  duty  of  the  agricultural  teacher,  aside  from  his  regular 
school  duties,  to  form  agricultural  clubs  in  the  elenu^ntary  schools  and 
the  high  schools  and  spend  as  much  tinu^  as  possible  among  the  farmers 
of  the  district. 

A  high  school  club  with  twenty  members  instead  of  eight  has  been 
recently  organized.  In  the  five  grammar  schools  about  forty  boys  are 
enrolled  in  the  agricultural  clubs,  and  a  keen  interest  is  manifested  in 
the  work.  The  elementary  clubs  are  conducted  along  the  same  lines  as 
the  high  school  clubs.  An  organization  which  greatly  facilitates  the 
agricultural  club  work  among  the  elementary  schools  is  the  high  and 
grammar  school  teachers'  association  in  Ihe  disti-ict,  wliicb  holds  meet- 
ings every  six  weeks. 


72  PROCEEDINGS   OF    CONVENTION 

Jt  is  too  i-arly  to  dctcniiiiio  wliat  the  success  of  elementary  school 
elubs  will  he.  Init  we  anticipate  that  tliese  cluhs  will  arouse  an  interest 
in  the  hoys  of  these  schools  for  afrricultnre,  to  such  an  extent  that  many 
of  them  will  later  enter  the  agriculture  classes  in  the  high  school;  and 
it  has  already  hound  tlie  high  school  and  the  grammar  school  more 
closely  together. 

Community  extension  work  rc(iuires  much  time  and  eflfort  and  can 
not  he  carried  out  effectively  unless  the  support  and  cooperation  of  the 
founnunity  is  secured.  This  assistance  is  lieing  furnished  in  a  most 
■  eommendal)le  manner  hy  the  high  school  parents'  auxiliary  in  our 
district.  The  homes  and  the  school  need  to  he  closely  associated  and 
this  can  only  he  secured  hy  some  form  of  parents'  organization. 

The  Parents'  Auxiliary  of  the  San  Juan  Union  High  School  has  done 
scmie  very  credible  work.  Through  its  efforts  hot  lunches  are  being 
served  this  year,  the  school  grounds  improved,  and  a  series  of  sph-ndid 
educational  lectures  delivered  before  the  association.  The  organization 
has  done  more  to  educate  the  parents  regarding  the  educational  needs  of 
our  comnninity,  in  the  short  time  it  has  been  in  existence,  than  could 
have  been  done  in  five  years  without  the  organization. 

The  third  part  of  our  extension  activities  is  the  giving  of  credit  for 
home  work.  At  the  present  time  the  credit  given  is  chiefly  for  music 
taken  under  competent  instructors  teaching  an  organized  course  of 
study  in  music,  but  we  hope  to  extend  the  giving  of  credit  later  to 
other  subjects  and  activities.  We  also  have  four  students  this  year  w'ho 
are  compelled  to  work  during  the  day,  but  send  in  their  work  daily  in 
three  subjects  each  and  visit  the  school  as  fre(|uently  as  pos.sible  to  have 
jiersonal  interviews  with  the  teachers.  Students  who  are  interested 
enougli  to  secure  all  education  in  this  manner,  we  find,  do  work  equally 
as  good  on  an  average  as  do  pupils  in  regular  attendance. 

A  moving  j)icture  machine  is  to  he  installed  next  month,  which  we 
hope  to  use  to  advantage  both  in  our  regular  .school  work  and  com- 
iriunitv  activities. 


CALFKOKNIA    JllGII    SCHOOL    I'KINCIPALS.  73 

HIGH  SCHOOL  EXTENSION. 

H.  N.  Young,  I'rincipal  of  tlie  King  City  Union  HiKli  Scliool. 
Agricultural    extension. 

The  types  of  agrii-ultui-al  extension  work  being  done  by  the  King  City 
ITnion  High  School  coincide  very  closely  with  those  described  by  the 
three  preceding  speakers.  In  this  connection,  one  other  method  of  com- 
munity agricultural  extension  pursued  at  King  City  might  prove  of 
interest,  namely,  the  University  of  California  Farmers'  Institutes.  The 
King  City  Union  High  School  has,  for  the  last  four  years,  cooperated 
with  the  Univer.sity  of  California  Agricultural  Extension  Department 
in  arranging  institute  sessions  in  various  parts  of  the  district.  The 
high  school  agriculture  dei)artment,  having  determined  beforehand 
when  the  university  speakers  may  be  obtained,  organizes  committees  at 
the  different  centers  and  plans  the  program  and  itinerary  for  the  insti- 
tute speakers.  The  high  school  agriculture  instructor  accompanies  the 
party  as  a  member.  Each  local  conmiittee  makes  its  own  arrangements 
to  fit  around  the  speaking  program,  these  plans  including  such  features 
as  barbecues,  dances,  picnics,  stock  exhibits,  poultry  exhibits,  products 
exhibits,  literary  programs,  etc.  Last  October  sessions  of  one  day's 
duration  were  held  at  six  widely-separated  points,  to  the  expressed  satis- 
faction both  of  the  connnunities  and  the  University  Agriculture  Exten- 
sion Department. 
A  typical  large  district. 

The  King  City  Union  High  School  District  consists  of  one  city  dis- 
trict school,  one  three-teacher  district  school,  and  many  small  one- 
teacher  district  schools.  This  high  school  district  is,  roughly  speaking, 
in  the  shape  of  a  trapezoid,  with  King  City  at  the  intersection  of  the 
diagonals,  the  longer  diagonal  being  105  air-line  miles  in  length  and 
the  shorter  39  miles.  Despite  the  fact  that  the  area  of  this  district  is 
about  2,300  square  miles,  only  50  pupils  are  graduated  each  year  from 
the  47  schools  included  in  the  district,  and  of  these  only  50  per  cent 
(from  nine  districts)  live  within  "striking  distance"  of  the  school  at 
King  City.  Transportation  for  the  out-of-town  members  of  this  50  per 
cent  was  resorted  to  at  the  time  the  school  was  inaugurated,  six  years 
ago. 

Need  for  "pupil  extension." 

For  the  past  four  years  the  principal  of  the  King  City  Union  High 
School  has  made  it  a  point  to  get  acquainted  with  every  possible  seventh 
and  eighth  grade  pupil,  and  their  parents,  in  the  home  environment,  by 
annual  visitation  trips.  This  ha.s  meant  70-mile  drives  and  40-mile 
horseback  rides,  for  several  of  the  districts  are  in  the  "trail  country" 
of  the  Monterey  National  Forest.     This  acquaintance  with  conditions 


74  PROCEEDINtiS   OF    CONVENTION 

wliifh  an'  (luplit-atrd  all  i'Mt  tlie  stati'.  has  had  a  twofold  effect.  It  has 
.•iiiphasizcd  tlic  nerd  for  "pupil  extension''  and  has  shown  these  people 
lliat  the  school  for  whose  su])i>ort  a  portion  of  their  hard-earned  taxes 
LTo.  has  real  interest  in  the  edneation  of  their  children.  j 

Branch  high  schools. 

r.nt  this  district  is  typical  of  many  otlH-r  hi.uh  school  districts  in 
the  state,  and  this  suggested  problem  of  "pupil  extension"  is  a  real  one. 
l^rancii  hifrh  sehools  are  one  ]>ossihle  solution  for  this  need,  but  the 
small  nmnber  of  pupils  that  can  be  gathered  together  at  any  one  point 
is  fre((nently  the  deterrent  factor. 

Though  three  other  high  schools  in  the  state  are  maintaining 
branches,  the  King  City  Union  High  School  Branch  differs  from  all 
the  others  in  the  fact  that  its  branch  is  intimately  connected  with  the 
school  district  in  which  it  is  operated.  Possibly  the  name  ''cooperating 
branch"  would  best  express  this  relation. 
The  cooperating  branch. 

Hy  agreement  between  the  high  school  trustees  and  th(>  trustees  of  a 
union  district  (four  districts),  the  following  plan  was  entered  into,  with 
the  active  and  interested  approval  of  the  county  superintendent  of 
schools.  The  branch  is  located  27  miles  from  King  City  and  18  miles 
from  the  nearest  railroad  point. 

(a)  The  teacher  of  high  school  subjects  is  ein|)I(>yed  l)y  the  high 
sciiool  boai-(l.  and  holds  a  regular  high  school  certirtcate. 

(h)  The  salai'y  of  the  leachcr  of  high  school  subjects  is  paid  jointly, 
as  follows: 

A  certain  amount  (in  this  case  one-tenth  of  To  per  cent  of  the  annual 
high  school  cost  i>cr  pupil),  is  allowed  l)y  the  high  school  on  the  salary 
of  the  high  school  teacher  for  each  pupil  in  average  daily  attendance 
on  the  high  school  class  for  a  given  school  month,  tenths  being  counted 
in  figuring  this  product.  The  l)alance  of  this  teacher's  salary  is  paid 
by  the  district  .schof)]. 

(c)  Science  and  manual  ti'aining  e(|uipnient  and  supplies  and  llie 
<'xpense  of  suj>ervision  are  paid  by  the  high  .school,  the  salary  rate  per 
pupil  being  made  enough  below  the  total  cost  per  pupil  in  the  main 
high  .school  (  2r»  per  ceni  allowed  in  lliis  case)  to  cover  this  expense. 

(«h  The  high  .school  teacher  teaches  four  high  .school  classes  (English 
1.  Science  1.  Arithmetic  1.  and  Mainial  Training  1),  and  the  combined 
seventh  and  eighth  grades,  acts  as  principal,  and  operates  and  cares  for 
one  transportatien  bus.  living  at  one  end  of  the  district  for  this  latter 
purpoM*'.  A  grade  teacher  handles  six  irrades  (about  MO  pupils)  in  five 
claKscK  (1.  2.  A.  4.  (ii.  ;iii(|  npcr;iirs  llic  other  bus.  This  class  arrange- 
nii'nt  gives  4(1  ininute  re«'itation  periods  dail.\  for  the  high  .school  classes, 
with  lw«»  we.  kly  laboratory  |»i'riods  in  science,  and  daily  double  periods 
in  manual  training.     The  eighth  gra.h'  class  receives  in.struction  in  liO- 


CALIFORNIA    IIKIir    SClKtOI.    I'HIXCIPALS.  < .) 

iiiiiiuti'  [xTiods,  and  the  lowci'  tii'adcs  in  l^n-niiimlc  pci-iods  per  s\d».)fct. 
The  eightli  grade  subjeets  are  English,  Ai-itlmu'lic  llistoiy,  (Jeography, 
and  Manual  Training,  the  lower  grades  following  the  county  outline. 

(<:>)  The  union  district  school  furnishes  transportation,  classroom, 
furniture,  janitor  service,  etc.,  for  the  high  school  class. 

(/)    The  high  school  princijial  acts  as  supervising  jirincipal. 
Advantages  of  cooperating   branch. 

The  advantages  of  the  plan  are  many.  The  cost  per  high  school 
l)upil  to  the  high  school  is  no  more  than  at  King  City,  regardless  of 
the  size  of  the  class.  The  work  of  the  seventh  and  eighth  grades  leads 
more  smoothly  onward  to  work  of  high  s(;hool  grade  (an  incline,  rather 
than  a  step).  IMore  district  school  graduates  are  enabled  to  go  further 
in  their  formal  education  (only  one  boy  out  of  the  seven  boys  and  one 
girl  enrolled  in  the  high  school  class  was  even  a  possibility  for  King 
City,  or  elsewhere).  The  district  school,  instead  of  paying  two  full- 
time  .salaries,  pays  only  three-fourths  of  this  amount.  Increased  com- 
munity interest  in  the  school  results  from  the  addition  of  the  high 
school  class  to  its  membership.  The  plan  enables  the  employment  of  a 
more  experienced  grade  teacher  than  small  schools  can  usually  atford. 
The  school  is  run  for  ten  months.  And  it  must  not  be  forgotten  that 
this  plan  makes  the  operation  of  a  branch  financially  possible  in  a  com- 
munity too  snuUl  to  ju.stify  the  operation  of  a  "  noncooperating 
branch." 

losing  the  first  four  months  of  the  present  school  year  as  a  basis,  the 
high  school  salary  has  averaged  $90  per  month,  and  the  district  school 
salary  to  the  same  teacher  has  been  $50,  the  latter  amount  being  the 
net  cost  to  the  district  of  teaching,  supervision,  and  bus  operation  by 
this  teacher.  The  grade  teacher  receives  $85  for  her  teaching  services 
and  bus  operation.  At  this  time  it  appears  that  a  second-year  high 
school  class  will  be  possible  for  next  year,  in  which  case  the  details  of 
the  plan  will  be  changed,  with  the  cooperating  features  retained, 
however. 

Dormitory   need   and   possibility. 

But  what  of  those  to  whom  attendance  without  change  of  residence 
even  at  a  possible  branch,  is  impossible?  The  answer  is  hard  to  find 
in  some  individual  cases,  but  a  school-operated  dormitory  is  at  least  a 
possibility  in  many  communities.  The  question  of  responsible  super- 
vision of  conduct  by  the  school  authorities  is  the  one  objection  to  this 
plan,  yet  there  are  many  communities  and  many  schools  where  this 
plan  might  be  safely  utilized. 

Three  schools  are  at  present  operating  dormitories  in  the  state,  each 
according  to  a  different  plan.  The  Gardena  Agricultural  High  School 
(Los  Angeles  City  Department)  has  a  plan  whereby  a  limited  number 


76  PROCEEDINGS   OF    CONVENTION 

of  stiult'iits  (four)  may  earn  tlioir  Imard  by  doing  the  ranii  work  of  the 
school  farm.  The  Antelope  Valley  Union  High  School  at  Lancaster 
has  for  two  yeai-s  operated  a  dormitory  on  the  honse-eluh  plan,  the  cost 
to  the  patrons  having  been  only  $9.40  per  month  apiece  for  the  eight 
girls,  three  boys,  and  teacher-chaperon.  The  Trinity  County  High 
School  at  Weaverville  is  this  year  operating  a  dormitory  on  the  board- 
ing-house })lan,  the  expenses  of  the  matron  being  paid  partly  by  public 
sultscription  and  partly  from  the  advertising  fund  of  the  county,  the 
argument  for  the  use  of  the  latter  fund  running  about  as  follows: 
"(!ood  scliools  are  the  best  advertisement — a  dormitory  will  make  the 
high  school  bigger  and  better — let's  advertise!"  Three  boys  and  three 
girls  are  taking  advantage  of  this  plan. 

The  present  laws  do  not  directly  or  specifically  authorize  the  estab- 
lishment and  operation  of  dormitories  by  high  school  boards,  hence  it 
would  seem  that  some  legislative  action  should  be  taken  to  clearly 
legalize  this  method  of  "pupil  extension"  in  justice  to  those  high 
schools  which  are  already  operating,  or  planning  to  operate,  a 
dormitory. 
Pupil  extension — conclusions. 

The  speaker's  observation  and  experience  in  "pupil  extension"  leads 
him  to  the  following  conclusions  which  he  offers  for  your  most  thought- 
ful consideration. 

(1)  Every  district  school  in  the  state  should  be  part  of  some  high 
school  district,  preferably  that  to  which  it  can  most  readily  send  its 
graduates. 

(2)  Every  high  school  principal  of  a  union  or  county  disti-ict  should 
know  thoroughly  the  whole  district  as  to  geographical,  business,  and 
social  conditions,  and  should  be  able  to  work  with  the  district  trustees 
and  teachers,  in  cooperation  with  the  county  superintendent  of  schools, 
to  the  betterment  of  educational  interest  and  facilities  in  the  various 
districts. 

(3)  It  is  the  duty  of  the  modern  high  school  to  get  the  pupil  to  the 
education  or  the  education  to  the  pupil. 

(4j  "Pupil  extension"  may  be  accomplished  by  such  means  as  trans- 
portation of  various  types,  one  or  two  year  cooperating  branches,  one 
or  two  year  noncooperating  branches,  dormitory  facilities,  or  corre- 
si»()ii(|cncc  co)irs('s,  as  any.  or  all.  of  these  devices  may  apply  to  existing 
id'-.iK  or  <-(»nditions. 


CAIJFORNTA    HIGH    SCHOOL   PRINCIPALS.  77 

HIGH  SCHOOL  EXTENSION. 

C.   E.   Van   DiiVENTBK,  I'riiR-ipal   Auuly    b'liiun   llish   School,   Sobastopol. 

By  high  school  extension  T  mean  the  serving  of  a  community  in  what- 
ever capacity  the  high  sdiool  may  he  al)le.  Extension  is  not  alone 
instruction  in  high  school  suhjects  tlu'ough  correspondence,  nor  the 
serving  of  any  particuhu-  group  in  any  limited  capacity.  Extension 
means  the  putting  to  work  of  all  the  resources  of  the  high  school  in  such 
a  manner  that  it  will  serve  those  people,  young  and  old,  who  are  not  able 
to  come  and  sit  in  classes  within  its  four  walls. 

It  is  with  this  understanding  of  extension  that  I  speak  this  afternoon. 

Sel)ast<)i)ol  is  a  small  town  of  about  1,400  inhabitants  near  Santa 
Rosa  in  Sonoma  County.  The  population  is  mainly  dependent  upon 
fruit — apples,  grapes,  and  berries.  When  I  went  there  a  year  and  a 
half  ago  it  soon  became  apparent  to  me  that  a  special  service  the  high 
school  might  render  lay  in  bringing  assistance  to  the  people  in  their 
horticultural  activities.  Besides  the  special  work  there  was  the  social 
assistance  the  high  school  might  render,  the  kind  of  social  assistance 
that  any  small  community  of  scattered  families  needs  badly. 

With  these  two  needs  of  the  community  in  mind  we  went  to  work  a 
year  ago,  to  be  of  service  as  best  we  could.  A  man  was  employed  to 
work  out  for  the  high  school  the  kind  of  a  course  in  horticulture  that 
would  best  serve  such  students  in  the  high  school  as  intended  to  stay 
ill  the  community  and  do  horticultural  work.  This  teacher  devoted  a 
half  day,  the  forenoon,  to  such  work  in  the  high  school.  The  afternoon 
this  teacher  used  in  whatever  way  he  deemed  best  in  l)eing  of  service  to 
the  people  of  the  community  engaged  in  horticultural  pursuits.  Oppor- 
tunities came  in  abundance,  and  rapidly.  There  were  scale  problems, 
questions  about  spraying,  pruning,  fertilizing,  cover  crops,  cultivating, 
grafting  and  what  not.  Now%  as  you  know,  no  man  can  know  all  these 
things,  nor  can  any  man  go  into  a  community  and  at  once  give  expert 
advice.  But  it  did  develop  that  such  a  man  could  be  of  great  assistance 
in  getting  the  farmer  and  the  expert  authority  together.  Many  of  the 
farmers  have  availed  themselves  of  the  advice  of  the  U.  S.  Department 
of  Agriculture,  the  state  university,  and  the  county  horticultural  com- 
missioner, but  there  are  also  many  who  do  not  know  how  or  where  assist- 
ance may  be  had.  Such  as  these  latter  our  teacher  has  been  able  to  help 
most.  He  has  been  able  to  tell  them  how  and  where  to  get  information 
about  their  special  problems.  Often  he  has  been  able  to  assist  them 
greatly  out  of  his  own  knowledge  and  experience.  Shortly  after  we 
began  our  work  we  found  that  bringing  expert  authorities  into  the 
community  greatly  assisted  the  farmer.  Thus  far  we  have  been  able 
to  get  several  men  who  have  come  and  lectured  and  demonstrated  at  a 
central  place,  and  upon  occasions  they  have  lectured  and  demonstrated 


78  PROCEEDINGS   OP    CONVENTION 

at  st'voral  dilTcrciit  ])l;u'i's  thi'ouiiliout  oiii'  larj^v  union  district.  Thus 
far  we  iiavc  liad  Dr.  Mead,  Colonel  Wcinstook,  .Mr.  l^ryce,  Air. 
liirliiiuK'i-.  .Miss  Fi-cnch.  and  I'l'ofcssor  Kern.  In  illustrated  lectures 
we  needed  a  lantern,  so  we  houg^lit  oue  iu  whieli  either  electricity  or 
i;as  could  he  used,  since  most  of  the  country  schoolhouses  where  some 
of  these  talks  were  ofiven  liave  no  electric  connections. 

Besides  these  speakers  our  own  instructors  have  oiveu  many  valuable 
illustrated  talks  throughout  the  connnunity  on  such  topics  as  Sprays, 
Fertilizers,  Priminir,  Cultivation,  Cover  Crops,  Injurious  Insects,  Milk 
and  Dairy  Sanitation,  etc.  These  talks  have  been  in  the  evening  at 
the  various  district  schoolhouses. 

In  addition  to  this  work  our  instructor  early  found  it  advisable  to 
get  some  soi't  of  elementary  plant  work  done  iu  the  grammar  schools 
of  the  district.  We  knew  that  even  so  much  as  getting  children  inter- 
ested in  the  growing  of  something  at  home  was  valuable.  So  we  began 
to  assist  the  grannnar  school  teachers  of  the  district  in  giving  elementary 
instruction  in  ]>lant  growth  and  care.  Uniformity  in  method  was 
obtained  by  having  the  teachers  meet  at  the  high  school  once  a  month, 
where  our  instructor  went  over  the  lessons  and  the  demonstrations  to 
lie  given  at  their  schools  during  the  following  month.  Most  of  the 
teachers  cooperate  enthusiastically.  It  is  our  hope  tliat  we  may  soon 
have  a  district  exhibit  of  home-grow]i  products  with  prizes  awarded 
for  best  results.  The  new  normal  school  requirements  in  agriculture 
will  make  country  school  teachers  more  efficient  in  their  school  work, 
and  take  some  of  the  burden  off  the  shoulders  of  tho.se  who  are 
attemi)ting  such  work  as  we  are  doing. 

So  nnich  for  the  extension  work  in  horticulture. 

.Vow  for  the  extension  work  in  a  social  way.  Every  small  com- 
munity needs  some  one  to  assi.st  in  bringing  .scattered  families  together 
for  a  good  time.  They  ai-e  all  hungry  for  sociability,  hut  they  often 
don't  know  how  to  get  it.  Our  faculty  has  done  nuich  to  assist  the 
l)eople  of  the  community  in  getting  U])  simple  entertainments,  usually 
in  the  district  schoolhouse.  Everybody  comes,  everybody  wants  to 
conre.  everybody  ha.s  wanted  to  meet  his  neighbor  socially  for  a  long 
time,  but  often  no  one  shows  up  to  start  things  going.  Everybody 
sivms  to  enjoy  the  entertainments,  the  sandwiches,  the  cake  and  coffee, 
and  the  pleasantries  of  his  neighbors  afterwards.  Sometimes  the 
fai-ulty  mejiihcrs  have  appeared  on  the  program,  .sometimes  students 
in  the  hi<:h  s<-hool,  but  we  attempt  in  so  i'iw  as  possible  to  have  the 
••oriuuunity  entertain  itself,  and  often  to  oui-  surprise  we  find  it 
splctididly  capable.  The  teachers  of  the  country  schools  ai-e  usually 
hard  workej-s.  able  and  willin'j  1o  coop<'rate.  The  ])coplc  of  rwrnl 
districts   like   to  s.-c  colnrcd   slides.   :ind    usuallv   we   have   been   al)le   to 


CAIJPORNrA    HIGH    SCHOOL    PUINCIPALR.  79 

grant  requests  for  stei'eoplicoii  exhibits  ifieludiiiii'  i^ood  slides,  iustrue- 
tive,  entertaining'  and  enlightening. 

In  addition  to  these  two  ways  of  making  our  high  school  serviceable, 
I  wish  to  mention  one  or  two  other  matters.  Since  assisting  in  these 
two  ways  we  have  been  called  upon  to  assist  in  others.  Teachers  have 
asked  us  if  we  would  not  assist  in  a  plan  to  get  Ix'tter  and  more  uniform 
work  done  in  nuisic  and  drawing.  Airangements  are  now  being  made 
for  such  teacher  to  meet  regularly  with  our  music  and  drawing  teachers 
to  work  out  some  such  plan.  Pei-liaps  this  is  not  direct  extension,  but 
it  seems  to  me  that  any  effort  that  helps  the  grammar  schools  will  help 
the  conmumity.  The  new  normal  school  re<|uirements  will  bring  about 
better  conditions  in  the  grannnar  schools  in  this  respect  also.  Some 
ambitious  teachers  have  asked  for  assistance  in  sewing,  and  one  has 
started  manual  training  in  a  shed,  the  equipment  being  bought  with 
money  raised  by  entertainments.  Our  sewing  and  manual  training 
teachers  have  visited  these  schools  and  given  what  help  they  could. 

Since  our  work  began  many  inquiries  have  come  in  from  parents 
about  the  work  offered  by  the  high  school.  Our  faculty  have  been  able 
by  conmumity  talks  to  give  the  people  a  better  understanding  of  the 
high  school,  what  courses  it  has  to  offer,  cost,  etc.  I  believe  that  our 
greatly  increased  enrollment  this  year  is  due  in  great  part  to  a  better 
understanding  of  the  high  school  on  the  part  of  the  parent.  Some- 
times we.  send  our  most  capable  high  school  students  to  the  grammar 
school  from  which  they  came  to  answer  some  of  the  questions  children 
and  parents  ask.  I  would  have  you  believe  that  there  is  no  motive  of 
advertising,  but  one  of  helpfulness ;  and  results  bear  out  our  motive. 

Twice  a  year  we  hold  an  athletic  field  day  and  exhibit  of  high  school 
work.  On  these  days  a  special  effort  is  made  to  explain  the  work  of 
the  high  school  to  the  many  parents  and  friends  who  come.  We  hope 
that  our  athletic  field  day  will  soon  grow  into  a  play  festival  in  which 
the  whole  connnunity  may  take  part.  On  this  day  last  year  over  1,000 
people  were  present  to  witness  the  contests  among  nine  of  the  district 
schools.  Both  boys  and  girls  take  part,  and  besides  the  standard 
events  we  have  potato  races,  sack  races,  and  such  old-time  sports.  No 
admission  charge  is  made.  This  year  we  want  to  have  a  regular  com- 
munity picnic  and  festival. 


6—31381 


80  PROCEEDINGS   OF    CONVENTION 

HIGH  SCHOOL  EXTENSION. 

M.   11.  RowELL.  Principal  Sonoma  Valley  Union  High   School. 

There  are  three  important  factors  in  IuliIi  si-hodl  extension  worlv 
wliieli  vary  witliin  wide  limits. 

First:  The  eommunity  and  ils  needs  which  call  for  attention  from 
tlie  seliool. 

Second  :  'J"he  ty|ie  (if  ])lM,)eet  wlliell  nia\'  lie  eiiij)l(»yed  to  meet  the 
need. 

Tiiird  :  Tlie  schools  and  teaehers  who  supervise  and  direct  the  pro.je.t 
which  is  intended  to  meet  tlie  need  of  the  community. 

In  order  to  carry  on  the  extension  work  most  effectively  a  specitie 
need  shoiiUl  be  ascertained  and  then  a  well-ordered  plan  foriuulated  to 
meet  the  need. 

The  extension  work  in  Sonoma  Valley  has  been  concerned  i)rineii)ally 
witli  agrricnlture  and  the  problems  of  rural  life.  When  the  work  was 
first  undertaken,  the  faculty  of  the  scluiol  was  limited  to  four  teachers, 
whose  time  and  interests  were  well  occupied  with  the  work  of  a  crowded 
(•urrieuluiii  that  offered  only  llie  subjects  of  the  college  preparatory 
(•(turse  and  a  limited  amount  nf  commercial  work.  Only  eiarht  per  cent 
(»f  the  pupils  who  have  ever  entered  the  school  ever  went  on  to  normal 
school  (ir  university.  This  school,  like  many  other  rui'al  schools,  was 
iiiakin'jr  no  special  effort  to  help  the  farmer  make  his  farm  more  pro- 
ductive, the  farmer's  wife  to  do  her  work  more  efficiently  and  with 
less  drudiarery.  nor  make  livin<r  in  the  country  more  attractive  to  the 
country  boy  or  ^\r\. 

The  .specitie  problem  of  how  to  make  the  high  .school  be  of  practical 
service  to  an  agricultural  community  awaits  solution.  How  can  it  help 
to  Itring  agricultural  practice  up  to  date  and  act  as  a  local  force,  work- 
ing to  stimulate  an  interest  in  scientifie  and  intensive  agriculture? 

The  great  success  of  the  boys'  and  girls'  agricultural  and  canning 
elubs  in  the  Eastern  and  Southern  states  caused  me  to  look  to  that 
source  for  aid  in  solving  the  local  problem.  Consequently,  the  first 
stej)  was  to  organize  a  boys'  agricultural  dub.  and  as  the  University  of 
California  ha<[  not  yet  taken  up  the  supervision  of  that  activity,  we 
operated  directly  under  the  Department  of  Agriculture  at  Washington, 
I).  (.'.  Subse(p>ently,  the  University  of  California  took  up  the  work 
and  we  came  under  its  direction.  Crop  growing  contests  have  been 
held  (;ac.ii  summer,  and  for  three  seasons  the  winners  have  been  sent 
on  the  Prize  Winners'  Transcontinental  Tour  to  Washington,  D.  C. 
A  growing  interest  has  been  aroused  in  this  activity,  and  many  ranchers 
of  Sonoma  Valley,  like  thousands  of  others  elsewhere,  have  been  con- 
verted to  scienfilic  principles  of  agriciiltui-e  heeause  mere  boys  have 
hung  u|)  new  and  enviable  records  in  crop  production. 


CALIFORNIA    HIGH    SCHOOL   TRIXCIPALS.  81 

A  girls'  canning  club  was  I'oriued,  whidi  met  regularly  in  the 
summer,  and  this  resulted  directly  in  the  addition  to  the  school  of  a 
domestic  science  department,  a  special  teacher,  and  a  new  ])uiidiiig. 
A  course  is  now  given  for  the  housewives  of  the  community  wiio  come 
to  the  school  twice  a  week  to  learn  how  to  reduce  the  high  cost  of 
living. 

Perhaps  the  most  interesting  single  activity  which  has  been  carried 
on,  and  the  one  which  is  developing  the  most  community  interest,  is 
the  Annual  Sonoma  Valley  School  Children's  Agricultui-al  Fair.  Tliis 
work  has  been  held  for  three  successive  falls,  each  time  being  lai-ger 
and  better  as  regards  the  quantity  and  quality  of  exhibits  displayed. 
In  order  to  acquaint  you  with  this  feature  of  our  work,  T  will  briefly 
outline  our  method  of  procedure. 

In  December,  1913,  a  student  bodj^  meeting  was  calk'd  for  the  pui-- 
pose  of  organizing  a  School  Children's  Agricultural  Fair  Association. 
Regular  officers  were  elected  by  ballot,  and  in  addition,  students  wen? 
appointed  to  act  as  managers  of  the  eight  different  departments,  which 
included  Fruit,  Vegetables,  Cooking  and  Canning,  Sewing,  Cut 
Flowers,  Poultry,  Pets  and  Live-stock.  The  plans  were  well  formulated 
and  explained  as  concretely  as  possible.  Each  officer  was  thoroughly 
acquainted  with  his  duty.  During  the  spring  the  ten  district  schools 
of  the  High  School  Union  district  were  visited,  and  the  teacliers  anil 
pupils  acquainted  with  the  plan  for  holding  a  school  children's  agri- 
cultural fair  at  the  Union  High  School  in  the  fall.  Prizes  ranging 
from  50  cents  to  $3  were  offered  for  the  best  of  each  kind  of  article 
exhibited,  and  special  prizes  of  $5  and  $3  were  offered  to  the  school- 
room whose  pupils  aggregated  the  highest  number  of  points  awarded 
on  exhibits. 

Without  exception  the  district  schools  all  welcomed  the  idea  and 
began  to  plan  for  their  exhibits,  promising  to  bring  vegetables,  fruit, 
goats,  dogs,  rabbits,  cooking,  sewing,  etc.  During  the  summer  the 
homes  were  visited  and  the  parents  interested  in  the  plan.  It  was  a 
source  of  satisfaction  to  find  many  parents  enthusiastic  over  the  idea, 
and  doing  their  utmost  to  stimulate  an  interest  among  their  neighbors. 

On  Friday  and  Saturday  of  the  second  week  of  the  fall  term  the 
fair  was  held  on  the  high  school  grounds.  Exhibits  began  to  arrive 
during  the  week,  and  by  Friday  evening  nearly  1,000  entries  had  been 
placed  in  their  respective  departments. 

Concession  space  was  sold  to  the  local  merchants  for  displays  ol; 
farm  machinery,  gas  engines,  automobiles,  and  merchandise. 

The  literary  program  consisted  of  four  lectures  by  the  state  lecturer 
of  the  Grange,  Mrs.  Kate  D.  Hill,  and  three  by  the  professors  from  the 
College  of  Agriculture:  "How  the  State  Agricultural  College  Can  Help 


S2  PROCEEniNOS   t)F    CONVENTION 

111.-  Fiinii.M-  Ml  lloiiic."  l.y  rroffssor  O^lesliy;  "Stock  .Jiulgiii.tr/'  J'ro- 
fessor  liryant :  '•.Modci-ii  .Mnvciiit'iits  in  Rural  Education  and  Coin- 
uuinity  Life,"  Professor  (>.  -I.  Kern.  All  the  lectures  were  well 
attended  and  niueli  appreciated. 

Saturday  was  marked  by  the  larger  attendance  of  the  two  days, 
many  families  driving'  in  from  the  remote  parts  of  the  district  to 
spend  the  day.  They  brought  their  family  lunch  witii  them,  and 
suppleihented  it  with  free  liot  coffee  served  by  the  school. 

In  addition  to  the  lecture  on  Saturday  morning  the  stock  was  judged 
before  the  improvi.sed  graiulstand.  and  those  present  heard  with  great 
interest  the  judge  discuss  the  poor  and  good  qualities  of  the  various 
animals  while  judging  them. 

In  the  afternoon  a  track  meet  was  held  between  the  pupils  of  the  ten 
district  schools,  which  not  only  served  as  a  means  of  amusement  for 
tlie  time  being.  Imt  helped  to  make  them  acquainted  with  the  high 
school. 

The  followijig  two  years  the  same  plan  has  been  carried  out  except 
that  this  ycai-  practically  everything  was  maiuiged  by  the  Boys'  Agri- 
cidtural  Clnb.  The  attendance  has  l)een  large  and  farmers  have 
expressed  great  satisfaction  in  the  event.  In  1915  five  large  packing 
boxes  of  fi-uit  and  vegetables  were  sent  to  the  Califoriiia  Building  in 
the  Panama-Pacific  International  P^xposition.  The  most  nota])le  growth 
has  been  in  the  livestock  department.  The  first  year  only  a  few  horses, 
cows,  and  goats  were  entered,  but  this  xear  many  thousands  of  dollars 
wf)rth  of  stock  was  exhibited,  some  aninuils  having  been  prize  winners 
at  the  State  Fair.  I  know  that  more  pure  blood  stock  will  be  entered 
next  year,  as  T  heard  one  farmer  say  that  he  knew  he  could  bring  better 
horses  to  the  fai)-  than  his  rival  brought  this  3'ear.  It  has  become  a 
community  event,  and  has  not  only  aroused  much  interest  in  the  school, 
but  has  develo])ed  a  keen  sense  of  interest  in  better  farming,  stock 
husbandry,  and  cr<»p  production. 

Tlie  work  has  all  been  carried  on  "ofT  the  i)rogram."  and  has  resulted 
in  the  addition  of  a  special  teacher  of  agi-iculture,  and  another  new 
building  unit  to  match  the  recently  built  Domestic  Science  Building. 

The  trustees  have  just  signed  a  contract  with  the  university  whereby 
we  participate  in  the  Smith-Lever  funds,  the  university  furnishing 
•t'jnd.  and  the  local  school  district  .i<200  for  the  extension  work  and 
organization  i»f  boys'  agricultural  clubs  among  the  children  of  the 
elementary  .schools  tributary  to  the  high  school.  In  addition  to  holding 
the  annual  crop-growing  cojitest.  and  School  Children's  Fair,  the  Boys' 
Agricultural  Clnb  has  received  and  tested  man.y  samples  of  milk  and 
••ream  at  the  high  school,  disti-ibutcd  bulletins  on  agriculture,  and  sent 
sami»les  of  soil,  water,  and  pesfs  to  llie  university  laboratories. 


CATJFOHNIA    HIGH    SCIIOOli    PKINCU'Al-S.  83 

I  consider  the  boys'  and  givW  af?ri('ultui';il  clul)  uioveiiient  one  of 
the  most  important  forecs  workint;  towards  tiie  development  of  the 
aji:ri('nltnral  resources  of  this  nation  today.  In  conclusion  T  he*:-  to  cite 
some  specitic  instances  of  results  accomplished. 

For  nearly  three-(iuarters  of  a  century  the  federal  government  has 
been  spending  millions  of  dollars  trying  to  increase  the  productive 
power  of  its  farms  by  means  of  bulletins,  farmers'  institutes,  and 
demonstraticm  trains.  During  thirty  years  previous  to  the  organiza- 
tion of  the  boys'  and  girls'  agricultural  club  movement  the  averag(i 
annual  increase  per  acre  was  less  than  one-half  of  one  per  cent.  But 
when,  in  1911.  Jerry  Moore,  the  twelve-year-old  boy  of  South  Carolina, 
a  club  member,  raised  over  228  bushels  of  corn  on  an  acre,  and  became 
champion  corn  grower  of  the  world,  a  new  system  was  getting  results.* 

Within  two  years  after  the  exploit  of  Jerry  Moore,  the  annual  corn 
crop  of  South  Carolina  jumped  from  17,000,000  bushels  to  50,000,000 
bushels  per  year. 

In  1914,  1,200  members  of  boys'  corn  clubs  in  Ohio  raised  the 
average  yield  per  acre  of  corn  from  36  ])usliels  to  81  bushels,  thereby 
increasing  the  productive  wealth  of  Ohio  $20,000,000.  In  appreciation 
therefor  the  business  men  of  the  state  sent  the  entire  1,200  boys  on  a 
free  trip  to  Washington,  D.  C.  As  a  direct  result  of  the  boys'  pig 
clubs  in  Georgia,  the  sum  of  $400,000  per  year  has  been  kept  in  the 
homes  of  the  rural  people  who  formerly  paid  that  amount  for  ham  and 
bacon  shipped  into  the  state. 

The  beef  industry  of  the  United  States  which,  during  the  past  three 
decades  has  experienced  an  enormous  decline,  has  been  saved  by  the 
boys'  baby  beef  clubs  of  Texas  and  the  ]\Iiddle  West. 

There  are  many  other  similar  facts  which  can  be  cited  as  evidence  of 
the  tremendous  results  accomplished  through  the  cooperation  of  the 
federal  department  of  agriculture,  the  state  agricultural  college,  and 
the  public  school.  It  is  a  combination,  nation  wide  in  its  scope,  that 
is  bringing  a  "new  freedom"  to  our  rural  people,  a  prosperity  to  our 
country,  and  you  can't  beat  it. 


♦Reports.     Federal  Dept.  of  Agriculturo,   vrasli.,   D.   C,   American   Magazine,   Octo- 
ber. 1914. 


8-4  PROCEEDINGS   OF    CONVENTION 

HIGH  SCHOOL  EXTENSION  (Correspondence  Course). 

James  Kkith,   PriiiL-ipal  Calaveras  Union  High  School   (San  Andreas). 

Preliminary. 

1.  Reasons  for  the  adojition  of  siuli  a  course. 

2.  Subjects  offered  in  the  course. 

3.  Working  ])hni. 

4.  Results. 

5.  Cost. 

PRELIMINARY. 

The  Calaveras  Union  liiuli  School  District,  fornici-ly  a  county  hi<z:li 
.school  until  the  law  was  changed,  consists  of  the  larger  portion  of  Cala- 
veras County,  stretching  from  the  eastern  edge  of  the  San  Joaquin 
Valley  back  into  the  deep  recesses  of  the  Sierra  Nevada  Mountains. 
It  is  sparsely  populated  and  the  principal  occupations  of  its  inhabitants 
are  that  of  mining,  lumbering,  cattle  raising  and  small  farming.  While 
there  is  never  the  poverty  that  is  experienced  in  populous  centers,  yet 
the  inhabitants  are  not  rolling  in  wealth  and  with  many,  though  they 
do  not  lack  for  the  main  necessities  of  life,  actual  money  is  a  scarce 
commodity.  Tliey  are  a  liberal-minded,  generous-hearted,  liome-loving 
people,  who  desire  to  have  their  children  receive  as  many  of  the  educa- 
tional advantages  as  do  those  children  who  are  more  advantageously 
situated.  The  high  school  is  located  at  the  county  seat  in  the  town  of 
San  Andreas.  It  has  a  faculty  of  four  teachers,  which  is  about  as  large 
a  faculty  as  the  average  attendance  will  warrant,  and  the  expense  of 
running  the  school  is  about  as  large  as  the  district  can,  within  reason, 
legitimately  afford. 

The  school  has  been  in  existence  since  the  year  lOOo,  aiid  has  sent 
out  a   goodly  number  of  staunch   American   citizens,   reasonably   well 
equipped  for  llie  battle  of  life. 
Reasons  for  the  adoption  of  a  correspondence  course. 

Shortly  after  the  T'nivcrsity  of  California  inaugurated  its  corre- 
spondence courses  in  connection  with  its  plan  of  university  extension, 
it  was  found  that  a  nnmber  of  the  api)licants  for  these  courses  desired 
to  take  work  that  was  ])urely  of  a  high  school  character,  while  others 
liad  not  the  proper  foundation  for  a  successful  gra.sp  and  pursuit  of  the 
subject  .selected.  To  overcome  this  difficulty,  the  extension  division  of 
the  University  of  California  appealed  to  the  high  schools  of  the  state 
and  asked  their  cooperation  in  this  new  field  of  their  labor  and,  where 
needful  and  |»ossible.  a.sked  them  to  inaugurate  correspondence  courses 
in  high  school  snbjcits  for  the  benefit  of  those  residing  in  the  high 
school  district 

In  answer  to  this  pers(»nal  request  of  the  l^uiversity  of  California, 
Calaveras   High    School   offered   to   i-eciproc;ite   ms   far  as   it  would  be 


CALIFORNIA   HIGH    SCHOOL   PRINCIPALS.  85 

possible  foi-  it  to  do  so  along  that  line,  aud  the  matter  was  immediately 
hi  id  before  our  board  ol!  trustees,  at  that  time  the  county  board  of 
education.  The  county  superintendent  of  schools  in  his  tour  of 
inspection  throughout  the  county  made  careful  inquiry  as  to  the  need 
and  demand  for  such  a  course.  He  found  that  there  were  many  boys 
and  girls  and  a  goodly  number  of  grown  people  that  would  be  only  too 
glad  to  grasx)  the  opportunity  of  extending  their  knowledge  beyond  the 
elementary  school  work  by  means  of  a  correspondence  course  if  same 
were  offered.  In  the  majority  of  these  cases,  on  account  of  their 
distance  from  the  high  school,  the  condition  of  the  mountain  roads, 
and  the  storms  of  winter,  it  would  be  impossible  for  them  to  make  a 
daily  trip  to  and  from  the  high  school  and  their  home,  while  for  financial 
and  other  reasons  it  was  impracticable  for  them  to  live  away  from 
home.  The  people  in  these  localities  also  felt  tliat  since  they  were  being 
taxed  to  help  support  the  high  scliool  their  children  should  in  a  measure 
l)e  enabled  to  reap  some  benefit  from  the  same  and  l<ccp  in  touch  with 
the  rapid  progress  of  the  outside  worM.  On  the  strength  of  the  county 
superintendent's  report,  the  board  of  education  authorized  the  principal 
to  proceed  and  put  into  effect  such  a  course.  Public  announcement 
of  the  time  of  beginning  and  the  sul).jects  to  be  included  in  said  course 
were  given  as  follows : 

The  course  is  open  to  all  indivicUials  residing  within  the  liigh  school 
district  regardless  of  age  or  previous  educational  (iualifi(;ations,  except 
boys  and  girls  attending  grammar  scliool. 
Subjects  offered   in  the  course. 

Any  subject,  w'ith  certain  limilations,  taught  in  the  higli  school  is 
given  by  correspondence.  High  school  credit  is  given  for  satisfactory 
work. 

Working    plan. 

Application  for  the  course  is  made  on  blank  forms  requii'ing  certain 
information  necessary  for  the  guidance  of  the  faculty.  Each  subject 
is  divided  into  a  series  of  natural-grouped  lessons  which  are  sent  to  the 
.student,  one  at  a  time.  Le&son  one  contains  the  name  of  the  textbook 
to  be  used,  the  price,  publisher  and  })lace  where  same  nuiy  be  procured 
(the  textbooks  used  in  high  school,  if  suitable  for  the  purpose,  are 
generally  prescribed),  a  few  hints  on  how  to  study,  a  general  intro- 
duction to  the  subject,  and  direction  for  the  forwarding  of  work  to 
school.  In  each  succeeding  lesson,  a  limited  portion  of  the  text  is 
assigned  for  study,  a  brief  explanation  of  that  part  of  the  text  is 
made,  and  certain  stated  portions  of  \vork  are  required  to  be  sent  by 
mail  to  the  school  for  correction  and  criticism.  This  corrected  work 
is  returned  to  the  students,  accompanied  by  the  next  lesson,  witli  any 
suggestions  deemed  necessary.     At  appropriate  divisions  of  a  subject, 


86  PROCEEDINGS   OF    CONVENTION 

a  test,  covering  that  portion  of  the  subject  previously  studied,  is  sent 
to  the  student  with  directions  to  answer  the  questions  without  referring- 
to  the  textbook  and  without  assistance  of  any  kind.  ^Vhen  a  subject  is 
completed  and  amplified  or  reviewed,  a  final  test  is  oiven  in  the  subject. 
This  last  test,  however,  is  required  to  be  had  either  in  the  high  school 
or  in  the  presence  of  a  member  of  the  faculty.  AYhere  a  subject  reipiires 
references  outside  of  the  textbook,  the  same  is  sent  to  the  student,  either 
in  the  shape  of  a  loan  of  books  from  the  high  school  library  or,  if  incon- 
venient to  send  the  books,  by  copious  extracts  from  the  same.  In  the 
case  of  laboratory  work,  where  the  experiment  is  such  that  it  may  be 
readily  performed  at  home,  the  materials  for  the  experiment  and 
specific  directions  for  the  performance  of  same  are  sent  to  the  student 
by  mail. 

Each  teacher  in  the  school  assumes  all  responsibility  for  the  corre- 
spondence work  in  the  particular  subject  which  she  or  he  handles 
regularly  in  the  classroom.  This  is  done  outside  of  the  regular  class 
work.  All  lessons,  suggestions  and  letters  to  correspondence  students 
are  either  drafted  or  dictated  by  the  teacher  to  a  student  taking 
stenographic  work  in  the  commercial  department  of  the  high  school, 
wlio  then  types  the  same  in  as  many  copies  as  may  be  deemed  desirable. 
In  this  way  the  resident  commercial  students  get  actual  practice  work, 
while  the  teachers  are  relieved  from  the  burden  of  clerical  work  in 
connection  with  the  course.  A  complete  record  of  each  individual's 
progress  in  correspondence  work  is  kept  on  file. 

Results. 

Hecause  of  the  correspondence  work  in  the  high  school  the  people 
of  the  district  have  taken  a  much  more  decided  interest  in  the  school; 
those  living  in  remote  sections  of  the  district  now  feel  that  they  are  a 
part  of  the  school  district,  that  they  are  not  being  unduly  burdened  by 
helping  to  support  an  institution  from  wliicli  they  can  reap  no  practical 
benefit  and  tliat  their  children  may  have  the  nearest  approach  to  a  high 
school  education  that  is  ])()ssible  under  the  circumstances. 

This  work  has  aroused  the  dormant  aml)ition  of  many  boys  and  girls 
and  kindled  in  them  a  desire  for  progress,  and  an  earnest  effort  to  keep 
in  touch  with  the  outside  world.  A  nuni])er  of  them  liave  made  special 
efforts  and  are  now  ]>ei\sona]ly  attending  high  scliool,  with  the  result 
that  the  actual  personal  a1  tendance  at  liigh  school  has  been  increased 
by  about  25  per  cent.  Tlie  parents  of  seven  of  these  with  the  a&sistance 
of  the  ifiistees  invested  ill  ;\  Ford  and  are  now  making  daily  trips  to  and 
from  school  over  an  abominal)ly  rough  road. 

'I'he  average  annual  nuinlxT  of  students  taking  the  correspondence 
c(Mirse  is  IS,  the  highest  30,  the  lowest  11,  and  the  present  number  20. 
A  few  students  do  not  keep  up  their  work  and  drop  out  from  the  course, 


CALIFORNIA    HIGH    SCniOOl.    PRINCIPALS.  87 

but  the  majority  stay  with  it  and  make  very  creditabk;  records.     Tlie 
enrollment  of  these  correspondence  students  form  no  part  of  the  regular 
enrollment   of   the   high   school   nor   does   their  enrollment   bring   any 
additional  revenue  to  the  funds  of  the  district. 
Cost. 

The  only  cost  to  the  students  taking  the  course  is  the  price  of  text- 
books, paper,  and  postage  one  way.  The  high  school  pays  the  postage 
on  all  work  sent  to  students;  this  amounts  to  about  an  average  of  $25 
a  year;  this  with  an  additional  charge  for  paper  and  stationery  is  the 
only  expense  to  the  school.  The  teachers  receive  no  additional  com- 
pensation for  this  work  apart  from  their  regular  high  school  salaries. 
The  pleasure  in  the  work  and  the  good  accomplished  have  been  amph^ 
compensation  for  the  extra  labor  entailed  on  the  teachers. 

A  curious  sequel  to  the  request  of  one  division  of  the  University 
of  California  to  start  such  a  course,  another  division,  that  of  the 
accrediting  part,  now  informs  us  that  for  the  number  of  teachers 
emploj^ed  we  are  doing  too  much  work,  "that  we  are  spreading  it  on 
too  thin." 

It  seems  to  me  that  the  university  authorities  slionld  in  some  way 
correlate  their  knowledge  of  work  done  or  requested  at  the  instance  of 
one  department  so  that  the  same  may  not  l)e  unjustly  criticized  by  that 
of  another. 


88  PROCEEDINGS   OP    CONVENTION 

A  PLAN  OF  CO-OPERATION  BETWEEN  THE   FREE   COUNTY 
LIBRARY  AND  THE  HIGH  SCHOOL. 

Carl   L.   Anderson,  Principal   Cuixoran    High   School. 
How   it   works. 

A  little  over  a  year  ago  I  came  into  a  new  high  sehool  with  all  its 
attendant  problems.  AVe  had  a  fine  new  building,  a  good  student 
body  and  an  optiniistie  coninniiiily.  However,  we  found  a  good  many 
of  the  working  tools  of  our  institution  sadly  missing.  This  was 
e.speeially  true  of  our  library,  a  feature  that  is  coming  to  occupy  a 
very  important  part  in  our  work  today.  We  had  less  than  400 
volumes,  well  chosen  under  the  circumstances,  but  of  uncertain  age 
and  value.  There  were  some  recent  editions,  but  some  appeared  to 
have  antedated  the  flood  b}'  some  years.  Tt  became  very  evident  that 
something  had  to  be  done  quickly.  A  very  good  appropriation  had 
bc«Mi  made  for  library  service,  l)ut  liardly  ade(|uate.  The  prol)lem 
was  to  get  the  greatest  possible  service  for  our  money. 

"We  soon  discovered  that  we  had  no  one  on  the  faculty  versed  in 
library  .science,  and  permit  me  to  remind  you  that  there  is  a  dif- 
ference between  the  library  of  today  and  that  of  our  school  days. 
Then,  one  small  bookcase  full  of  doul)tful  volumes  served.  Now,  the 
average  California  iiigh  school  has  a  better  collection  of  books  than 
mo.st  Middle  Western  colleges  had  in  our  day.  In  the  meantime,  very 
few  have  advanced  sufficiently  in  library  knowledge  to  be  competent  to 
select  a  librar}-  in  a  few  weeks  time.  This  work  is  now  a  specialized 
science  and  we  need  to  recognize  the  fact. 

We  turned  to  the  county  library  under  the  law  of  two  years  ago,  which 
I)ermitted  a  co-operative  scheme  between  it  and  the  high  sehool.  This 
plan  has  been  so  successful  with  us  that  we  have  become  rather  enthusi- 
astic about  it. 

The  plan  is  as  follows:  A  reference  library  is  to  be  created  first, 
valued  at  $1,000.  The  collection  of  this  library  may  be  made  in  one, 
two  or  three  years,  to  suit  the  local  needs.  We  are  doing  it  in  two 
years.  Tn  a  few  months  we  will  have  paid  in  $1,000.  The  library  is 
already  on  our  shelves.  In  case  the  school  already  owns  a  reference 
library,  this  initial  outlay  is  not  necessary.  Two  courses  are  then  open 
to  the  school.  This  collection  may  be  turned  over  to  the  connty  library, 
which  then  becomes  responsible  foi-  its  upkeep,  cataloging,  etc.,  or  it  may 
be  retained  by  the  school  and  kept  up  as  before.  The  main  reason  for 
this  list  of  reference  books  jind  .serials  is  to  have  some  standard  of 
reference  eipiipment  for  all  high  schools.     It  is  sure  to  be  more  feasible 


CALIFORNIA   HIGH    SCHOOL    PRINCIPALS.  89 

to  have  this  equipment  the  property  of  the  county  free  library  ratlier 
than  the  high  school  districts,  for  the  following  reasons: 

(1)  If  a  new  edition  of  a  particular  reference  work  is  published,  this 

can  be  bought  and  placed  on  the  high  school  shelves  and  the  old 
edition  shifted  to  some  other  branch  where  it  will  be  useful. 

(2)  High  school  districts  which  join  the  free  library  feel  that  their 

share  in  the  ownership  of  the  larger  collection  is  far  more  valu- 
able than  sole  ownership  in  a  smaller  collection. 
After  this  collection  has  been  fully  provided  for,  the  plan  calls  for 
what  may  be  named  the  permanent  s^ipplementary  service.  This  service 
is  to  cost  the  school  $75  for  the  first  twenty-five  pupils  and  teachens,  and 
$2  per  person  thereafter,  per  year.  This  is  to  cover  the  following 
points : 

(1)  It  is  to  supply  departmental  matei"ial  needed  from  time  to  time 

for  short  periods  such  as  literary  selections  for  classes  in  English, 
suj^pleraentary  readings  in  History,  the  looking  up  and  forward- 
ing of  debating  material,  etc. 

(2)  It  is  to  cover  the  cost  of  magazines  and  periodicals,  of  general 

and  departmental  value. 
(;3)  It  is  to  cover  the  cost  of  replacing  out-of-date  material  in  the 
reference  collection,  and  the  supplying  of  new  reference  books 
that  may  be  desired  by  a  change  of  instructors.  It  often  hap- 
pens that  a  new  instructor  wants  an  entirely  new  line  of  refer- 
ence material.  Under  this  plan,  the  old  books  may  be  taken  uj) 
and  replaced  by  new  ones  acceptable  to  the  new  teacher. 

(4)  It  is  to  cover  the  cost  of  uniform  processing,  cataloging,  shipping, 

and  repairing  of  reference  collection  and  other  books  frequently 
used  by  the  school. 

(5)  Binding  serials  and  periodicals  that  are  to  remain  on  the  high 

school  shelves. 

(6)  It  is  to  cover  the  cost  of  buying  special  books  that  can  not  be  bor- 

rowed from  the  county  and  state  collections. 

(7)  It  is  to  cover  all  transportation  charges. 

(8)  It  will  also  provide  for  visits  from  the  county  and  state  librarians 

and  place  their  technical  training  at  the  disposal  of  the  school. 

Also  the  making  and  upkeep  of  a  card  catalog  which  proves  to 

be  of  unusual  value. 

Such  is  the  plan  Avhich  is  admitted  by  all  concerned  to  be  but  a 

tentative  one,  and  yet  a  workable  one.     We  have  tried  it  for  little  less 

than  a  year,  and  this  is  how  it  was  worked. 

We  have  found  it  very  economical.     As  was  stated  above,  we  have  not 
as  yet  paid  in  all  of  our  $1,000  for  our  reference  collection,  yet  we  have 


90  PROCEEDINGS   OF    CONVENTION 

actually  on  o\ir  shelves  books  valued  at  $1,150,  and  have  been  given 
supplementary  service  from  the  very  beginning.  We  have  used,  in  all, 
including  books  borrowed  from  the  county  and  state,  to  a  value  of  over 
$1,600.  and  could  have  had  much  more  had  we  needed  it.  We  have  no 
dead  material  on  our  shelves.  AVhen  we  find  that  a  book  is  not  needed, 
we  return  such  a  volume  and  it  is  placed  .somewhere  where  it  can  be 
used.  In  return,  we  usually  ask  for  some  other  book  which  we  do  need. 
This  is  the  true  exchange  idea  and  means  that  in  the  long  run  the  man 
who  pays  the  bills  will  get  from  three  to  five  times  as  much  for  his 
money  as  under  the  old  plan. 

I  must  return  for  a  statement  or  two  concerning  the  professional 
service  given  the  county  librarian.  It  has  meant  a  larger  and  better 
selection  for  us.  Several  times  we  have  asked  for  certain  sets  which, 
to  the  best  of  our  knowledge,  were  the  last  word  on  a  given  subject. 
When  the  shipment  arrived,  a  note  would  lie  found  enclosed  to  the 
effect  that  the  work  in  (luestion  had  been  superseded  by  a  better  one 
and  that  a  substitution  had  been  made.  In  every  case  it  was  found 
that  the  substitution  was  an  improvement.  We  feel  that  this  plan 
comes  nearer  to  placing  the  small  school  on  equality  with  the  city 
school  in  the  matter  of  library  equipment  than  any  previous  plan. 
Our  service  has  been  prompt  and  we  have  never  asked  for  a  thing  yet 
that  has  not  been  received  as  requested,  or  a  better  substitution. 

We  have  had  some  objections  raised  to  the  plan  which  can  be  met 
as  follows :  It  has  been  objected  that  the  plan  called  for  a  surrender  of 
the  old  high  school  selection  which  had  been  built  up  over  a  period  of 
years.  This  is  not  at  all  the  case.  The  old  collection  may  be  made  to 
take  the  place  of  the  $1,000  reference  collection,  and  its  upkeep  be 
taken  as  before,  or  the  old  library  may  be  kept  and  a  new  $1,000  may 
be  chosen  to  supplement  it.  We  believe,  however,  that  the  better  w'ay 
is  to  pool  everything  with  the  county,  have  it  made  uniform,  cataloged, 
and  kept  as  a  unit.  If  surrendered,  it  is  merely  a  surrender  of  the 
sense  of  ownership  in  a  rapidly-aging  collection,  for  the  use  of  a  much 
finer  and  more  enduring  one.  Under  this  plan,  whatever  the  state  of 
California  owns  in  the  library  line  belongs  to  our  little  school. 

It  has  been  urged  that  by  turning  over  the  library  fund  of  the 
district  to  the  county  librarian,  a  state  of  double  taxation  is  created. 
It  must  be  remembered  in  this  connection  that  the  direct  library  tax 
creates  a  collection  of  books  for  popular  use.  Every  citizen  of  the  state 
who  lives  in  a  county  where  a  free  library  is  located  is  entitled  to  the 
use  of  this.  But  the  high  school  service  is  a  special  service,  almost  a 
technical  one.  In  our  case  we  have  asked  for  and  received  volumes  that 
have  not  been  needed  previously  in  either  the  county  or  the  state 
library.  | 


CALIFORNIA    HIGH    SCHOOL    PRINCIPALS.  91 

It  has  ])een  urged  that  ^2  per  pnpil  is  too  inuch  for  the  service.  We 
do  not  feel  that  way.  The  advice  of  the  librarian  alone  has  been  worth 
$2  apiece  to  us.  One  history  class  of  a  dozen  pupils  were  referred  to 
books  valued  over  $60  in  one  day,  recently. 

Finally,  let  us  remember  that  any  such  plan  must  be  one  of  true 
cooperation.  County  and  state  librarians  are  human.  The  field  is 
new.  They  are  ready  to  give  us  something  which  they  have  and  wiiich 
we  need.  I  am  glad  that  most  of  them  are  of  the  "better  sex."  No 
set  of  men  could  possibly  get  so  much  out  of  a  dollar  as  they  do,  nor 
serve  in  as  true  a  way.  But  we  should  return  whatever  help,  encour- 
agement and  suggestion  that  we  may  be  able.  We  have  found  that 
their  tentative  list  for  the  reference  collection  M'as  very  long  on  History 
and  rather  short  on  English  and  Science.  We  have  told  them  so,  and 
I  am  confident  that  this  has  been  heard  in  the  state  offices  at  Sacra- 
mento long  before  this.  If  we  are  correct  in  this,  the  next  list  will  be 
modified  to  supply  a  greater  variety  in  English,  Biology,  Chemistry, 
Physics,  and  the  applied  sciences  and  arts.  There  must  be  a  true  get- 
together  spirit.  If  you  join  the  county  library  to  get  $2  worth  out  of 
one,  it  won't  last  long.  But  if  you  join  to  get  100  cents  worth  of  service 
for  ever}'  dollar  spent,  you  will  not  be  much  mistaken.  I  am  fully  con- 
vinced that  this  plan  will  solve  the  library  problem  for  the  snuiU 
high  school. 


92  PROCEEDINGS   OP    CONVENTION 

A  PLAN   OF   CO-OPERATION  BETWEEN  THE  FREE   COUNTY 
LIBRARY  AND  THE  HIGH  SCHOOL. 

Mrs.  H.  J.  Shute,  Principal  Esparto  Union  High  School. 

The  County  Free  Library  comes  to  the  principals  of  the  rural  liigh 
.schools  with  holiday  greetings:  a  plan  of  co-operation  between  the 
county  library  and  the  liigh  school  aims  at  "complete  and  equal  ser- 
vice" and  has  been  approved  by  Mr.  Will  C.  Wood  and  by  Mr.  Scott 
Thomas.  Shall  we  rural  high  school  principals  reject  or  accept  this 
plan  ? 

The  proposal  of  the  county  library  is  twofold,  for  it  concerns  (a) 
supplementary  reading  for  the  rural  liigh  schools,  and  (fo)  the  refer- 
ence library  of  these  schools. 

The  school  that  I  represent  gives  an  excellent  concrete  illustration 
of  how  this  otfer  of  supplementary  service  will  work  out.  We  are 
15  miles  from  our  county  seat,  distant  by  the  cost  of  $1.50  for  auto 
hire,  and  the  expense  of  a  day  of  time.  Our  local  branch  of  the  county 
library  refused  flatly  to  handle  the  library  service  of  the  school  because 
it  took  too  mucii  time;  .so  the  school  became  an  independent  branch 
library.  The  refusal  was  right,  since  the  taxes  paid  for  the  support  of 
the  county  library  are  for  general,  not  for  .special  service.  The  ele- 
mentary schools  pay  for  the  library  service  that  they  receive.  Should 
not  the  high  schools  do  likewise? 

The  charges  suggested  by  the  library  are  .^75  for  the  first  25  pupils 
and  teachers,  and  $2  each  for  each  teacher  and  pupil  exceeding  that 
number. 

During  the  .school  year  1915-1916  we  received  from  the  county 
library  191  books,  10  large  De  Medici  pictures,  $78.50  worth  of  reference 
books  and  material,  and  15  periodicals.  Our  board  paid  the  library 
$122,  so  that  we  paid  $43.50  for  the  use  of  these  191  books  and  10  , 
pictures.  We  secured,  also,  much  help  and  information  and  the  cards, 
envelopes,  blanks,  date  stamps,  etc.,  needed  to  run  the  library. 

This  year — not  yet  half  completed — we  have  received  reference 
))ooks  to  the  value  of  $80,  198  volumes,  and  subscriptions  to  16  periodi- 
cals, all  for  $125  paid  the  library.  We  have  also,  at  prasent,  257  library 
volumes  on  our  shelves.     Under  this  new  plan  we  would  be  paying  $129. 

Now,  for  the  reference  li])rary.  The  offer  of  the  county  library  is 
that  a  standard  high  school  library  of  the  value  of  $1,000  be  placed  in 
each  rural  high  school.  The  library  can  be  bought  in  installments. 
The  proposed  plan,  purely  suggestive,  and  inviting  discussion  that  w'ill 
result  in  some  offer  from  the  priiicii)als,  is  that  in  three  years  the  pur- 
chase be  completed. 

Just  the  mere  suggestion,  coming  with  the  approval  of  Messrs.  Will 
C  Wood  and  W.  S.  Thomas,  of  a  standard  reference  library  for  each 


CALIFORNIA   HIGH    SCHOOL   PRINCIPALS.  93 

school,  will  bring  home  to  the  boards  ol*  trustees  the  importance  of  the 
library,  and  you  loiow  only  too  well  that  as  a  rule  these  boards  do  not 
realize  the  importance  of  books  as  tools.  They  fail  to  understand  that 
without  an  adequate  supply  of  bcoks  they  force  the  principal,  who  will 
keep  schools  up  to  a  high  standard,  to  attempt,  with  the  tools  of  a 
house  carpenter  the  fine  work  of  a  cabinet  maker. 

The  school  that  I  represent  offers  at  least  half  a  dozen  reasons  for 
accepting  this  offer  of  the  county  library. 

1.  By  means  of  it  we  can  secure  an  increase  of  interest  on  the  part 
of  pupils;  for  example,  after  a  selection  has  been  studied  so  that  the 
pupils  learn  some  of  the  means  of  making  a  prose  article  attractive,  the 
library  immediately  puts  into  the  pupils'  hands,  books  of  a  kind  similar 
to  the  article  just  read.  The  pupils  receive  with  interest,  many  with 
eagerness,  these  books  for  supplementary  reading. 

Interest  is  further  aroused  by  the  mere  fact  the  books  have  come 
fresh  from  the  library.  Often  a  book  that  the  pupils  are  simply  tired 
of  seeing  on  the  shelves,  on  the  principle  that  "the  same  old  girl,  in  the 
same  old  dress,  in  the  same  old  place"  loses  its  attractiveness,  if  in  a 
newly  opened  bundle,  will  ])e  readily  taken  for  reading. 

2.  This  plan  makes  for  the  securing  of  the  better  class  of  teachers, 
who  consider  being  cut  off  from  library  privileges  to  be  a  distinct  loss. 
High  school  teachers  will  soon  follow  the  example  of  elementary  school 
teachers  who,  before  accepting  a  position,  inquire  into  the  matter  of 
the  school's  library  service. 

3.  By  this  plan  we  can  draw  upon  the  reservoir  of  the  State  Library 
and  of  other  county  libraries  than  our  own. 

4.  We  can  keep  our  shelves  free  from  out-of-date  volumes. 

5.  We  can  provide  promptly  for  the  changing  need  of  the  school  that 
comes  from  changes  in  the  faculty,  or  in  the  subjects  taught. 

6.  Through  county  library  service  we  can  secure  the  best  authori- 
ties at  the  least  cost. 


94  PROCEEDINGS   OF    CONVENTION 

RELATION  OF  THE  UNIVERSITY  TO  THE  JUNIOR  COLLEGE 
AND  THE  WORK  OF  THE  JUNIOR  COLLEGE  TEACHER. 

Prof.   B.   M.  AVoods,   Uni%'ersity  Examiner  of  Junior  Colleges,  Berkeley,   Cal.     . 

The  remark.s  of  Mr.  Liddeke  concerning  the  well-assumed  modesty  of 
the  averaf{<'  American  who  should  know  something  detinite  about  a  given 
siihject,  and  probalily  does  not,  will  cei-taiiily  have  to  characterize  my 
discussion  of  the  various  problems  that  are  inherent  in  the  relation 
of  the  univei-sity  to  the  junior  colleges  of  the  state.  It  is  probably 
desirable  in  introducing  the  subject  to  define  in  a  measure  the  duties 
assumed  by  tlu^  university  examiner  and  to  note  the  manner  in  which 
tiiey  apply  to  the  problems  mentioned.  At  the  present  time  his  duties 
appear  to  consi.st:  first,  in  the  supervision  of  the  rating  of  the  creden- 
tials of  students  entering  the  university  from  all  institutions  other 
than  accredited  California  higli  schools  and  also  with  the  unrecom- 
mended  graduates  of  these  latter;  and,  secondly,  with  the  funda- 
mental problems  involved  in  these  ratings  as  they  may  affect  the 
relation  of  the  university  to  the  institutions  from  which  the  students 
come.  As  to  the  first  matter  it  is  interesing  to  note  that  during  the 
twelve  months  ending  October  1,  1916,  thirteen  hundred  ratings  of 
students  who  expressed  a  wish  to  enter  the  university  were  made  by 
the  committee  on  credentials  and  its  officers.  These  did  not  include 
the  applications  received  from  fully  recommended  graduates  of  Cali- 
fornia high  schools.  Of  these  thirteen  hundred  .slightly  more  than  half 
eventually  registered  as  students,  although  a  much  larger  percentage 
might  have  done  so  had  they  desired.  Among  these  applications  were 
about  one  hundred  from  students  in  the  junior  colleges  in  California. 
Of  these  seventy-five  or  eighty  came  to  the  university,  although  all 
might  have  done  so  had  not  some  changed  their  plans. 

The  rating  of  students  from  the  junior  colleges  has  been  carried  out 
in  a  liberal  manner.  The  desire  of  the  committee  on  credentials  has 
been  to  articulate  as  intimately  as  possible  the  work  of  tlie  junior 
college  with  that  of  the  university.  In  fact  the  college  credit  given  to 
students  coming  from  the  junior  colleges  has  been  allowed  more  liber- 
ally than  that  given  to  students  coming  from  any  but  institutions  of 
the  highest  rank.  An  ex[)lanation  of  this  attitude  on  the  part  of  the 
university  in  view  of  the  present  discussions  concerning  the  scope  and 
nature  of  secondary  education  seems  to  me  to  be  highly  desirable. 

Less  than  one  hundred  years  ago  it  was  possible  for  Gauss  as  a 
scientist  to  be  a  contributor  to  the  progress  of  at  least  three  or  four 
of  the  main  branches  of  scientific  learning  as  well  as  to  be  a  well- 
informed  man  in  several  other  branches.  In  particular,  his  work  in 
several  fiehls  of  mathematics,  in  i)hysics,  especially  in  the  theory  of  elec- 


CALIFORNIA    HIGH    SCHOOL   PRINCIPALS.  95 

ti'icity,  ill  iiioelianics  and  in  allied  fields  was  of  iiioiiuiiieiital  cxtoiij  jind 
his  knowledge  of  eaeli  of  these  several  sulijects  was  j)r()))ahly  as  coui- 
plete  as  that  of  any  man  of  his  time.  AYithin  the  last  eentiiry,  however, 
progress  in  science  has  been  so  great  that  it  is  not  likely  that  the  world 
will  see  another  man  as  nearly  acquainted  with  all  scientific  learning 
as  was  Gauss.  This  stupendous  change  in  the  extent  of  exact  human 
knowledge  has  perhaps  been  the  greatest  factor  in  the  development  of 
the  modern  specialist  in  a  given  field. 

As  the  college  has  existed  in  America  up  to  the  present  time  in  alli- 
ance with  the  university  the  work  done  has  had  a  twofold  character. 
The  courses  of  the  first  two  years  have  been  designed  to  complete  in  a 
measure  for  each  student  a  reasonabl.y  comprehensive  grasp  of  general 
progress.  In  other  Mords,  to  supply  him  in  certain  fundamental  sub- 
jects with  what  the  well-educated  citizen  should  know  of  the  world  and 
of  its  development.  The  work  of  the  last  two  years  has  been  definitely 
directed  to  a  larger  and  larger  extent  to  the  mastery  of  the  teehnic 
and  the  su])jeet  matter  of  some  special  field  of  study.  This  difference 
of  work  is  possibly  best  described  by  the  term  '•'collegiate"  for  the  first 
two  years  and  "university"  for  the  succeeding  two  years.  The  univer- 
sity work  has  naturally  included  the  professional  work  in  law,  medicine, 
engineering,  as  well  as  the  field  of  letters  and  science.  There  has  been 
a  growing  conviction  that  here  as  well  as  in  Europe  the  collegiate  work 
should  be  confined  to  the  secondary  schools,  to  be  done  under  more  care- 
ful supervision  of  the  students  than  is  possible  in  large  institutions, 
and  to  leave  the  university  proper  free  to  develop  more  completely 
the  work  that  is  proper  to  the  professional  schools.  In  addition,  the 
demand  of  community  that  the  boys  and  girls  of  the  locality  should 
be  able  to  take  more  than  the  work  of  the  high  school  before  leaving 
home  has  aided  in  the  establishment  of  the  junior  college,  as  it 
has  been  called,  to  give  the  collegiate  work  of  the  univeristy  and  such 
other  work  as  may  be  found  desirable  from  the  point  of  view  of  com- 
munity needs.  Naturally  most  of  these  junior  colleges  have  begun  by 
offering  in  the  main  courses  that  parallel  the  work  of  the  lower  division 
of  our  state  university  and  at  the  present  time  they  are  attracting  for 
the  most  part  students  who  wish  later  to  undertake  university  work. 
This  is  the  natural  and  logical  mode  of  development.  Doubtless,  com- 
munity needs  will  offer  a  large  field  of  study  for  some  time  to  come  and 
the  junior  college  will  find  many  prolilems  presented  that  will  not  be 
immediately  solved. 

It  seems  improbable  that  a  two-year  unit  in  an  educational  system 
can  be  developed  as  an  effective  part  of  the  whole  if  it  is  not  in  a  large 
measure  an  integral  part  either  of  the  work  that  precedes  it  or  of  that 
which  follows.     Consequently  it  seems  probable  to  the  speaker  that  two 

7—31381 


96  PROCEEDINGS   OF    CONVENTION 

years  of  junior  college  work  will  be  merged  into  the  secondary  schools 
as  a  part  of  the  future  high  school.  In  the  past  few  days  we  have  heard 
much  talk  of  the  proper  division  of  our  primary  and  secondary  educa- 
tion into  years  described  by  numbers  that  sound  more  like  football 
signals  than  educational  terms.  Speaking  in  this  symbolic  language, 
the  writer  is  inclined  to  think  that  a  five-four-four  scheme  is  not  an 
impractical  grouping  of  the  work  that  should  lead  a  student  who  wishes 
to  enter  the  university  to  the  completion  of  his  sophomore  work.  This 
would  give  us  a  four-^-ear  intermediate  school  preceding  a  four-year 
liigh  school  wliich  could  include  the  work  now  given  in  the  last  two 
years  of  the  i)resent  high  school  and  that  now  given  in  the  junior 
college.  The  division  is,  liowever,  a  more  or  less  arbitrary  mattei-. 
The  point  really  at  issue  is  the  necessity  of  continuity  and  development 
in  the  subjects  studied.  The  present  problem  faced  by  the  university 
is  that  of  adjusting  a  dual  situation.  In  the  first  place  it  seems  unfair 
to  allow  full  credit  for  junior  college  work  done  by  a  student  who 
entered  the  junior  college  without  45  recommended  units  from  the  high 
school  and  the  high  school  diploma,  inasmuch  as  he  would  not  have  been 
admitted  to  the  university  without  examination.  Also  it  seems  unwise 
to  have  high  school  students  in  junior  college  classes  because  of  the 
probable  effect  on  the  character  of  the  work  given  in  them.  These  are 
])oth  problems  that  are  inherent  in  the  transition  which  seems  probable 
from  the  present  four-year  high  school  to  a  new  secondary  school  system 
which  is  to  include  the  junior  college. 

Undoubtedly  in  the  development  that  we  are  facing  the  most 
important  factor  is  the  teacher  who  is  to  give  the  work  added  to  the 
secondary  program.  It  seems  wise,  therefore,  to  review  the  recom- 
mendation made  by  the  university  in  its  bulletin  entitled  "The  Junior 
College  in  California,"  issued  in  1915,  that  the  junior  college  teacher 
.should  be  especially  qualified  to  teach  a  given  subject.  This  capacity 
may  be  distinguished  in  some  measure  by  the  possession  of  the  master's 
degree  in  addition  to  the  high  school  teacher's  certificate.  The  first 
usually  stands  for  a  year's  graduate  work  in  the  careful  study  of  some 
subject  and  in  an  investigation  which  acquaints  the  future  teacher  with 
the  methods  of  scientific  study  of  a  prescribed  problem.  The  latter  has 
more  reference  to  the  adaptability  of  the  candidate  to  the  teacher's 
profession.  The  absence  of  either  of  these  qualifications;  a  thorough- 
going acquaintance  with  the  sul)ject  to  be  taught,  and  of  a  properly 
developed  capacity  for  teaching  should  be  a  bar  to  this  kind  of  work. 
The  essential  thing  is  that  teachers  should  be  qualified  to  teach  and 
should  have  the  opportunity  of  teaching.  The  question  of  qualification 
is  perhaps  more  easily  understood  than  the  latter  one  of  opportunity, 
especially  l»y  those  concerned  more  with  the  financial  management  of 


I 


CALIFORNIA   HIGH    SCHOOL   PRINCIPALS.  97 

a  school  than  with  an  adequate  estimate  of  its  educational  output. 
Collegiate  work,  especially  when  given  in  courses  that  are  new  to  a 
teacher,  is  a  vast  consumer  of  time.  When  a  teacher  undertakes  a 
collegiate  course  for  the  first  time  it  is  reasonable  to  suppose  that  the 
proper  development  of  this  work  to  make  it  fit  the  needs  of  the  students 
in  the  class  and  to  be  of  vital  interest  will  require  at  least  ten  hours  per 
week  outside  of  the  classroom.  When  a  considerable  amount  of  time, 
as  is  here  indicated,  is  so  devoted  to  a  course  many  problems,  such  as 
lack  of  interest  on  the  part  of  the  student  and  of  appearance  of  fag, 
especially  about  the  twelfth  or  thirteenth  week  of  the  term,  disappear 
largely  of  their  own  accord,  and  the  course  as  given  comes  to  have  a 
real  reason  for  existence.  It  becomes  not  merely  the  study  of  facts 
relating  to  a  subject  but  of  a  subject  as  related  to  life  and  to  facts. 
In  view  of  this  the  university  is  inclined  to  consider  work  in  the 
collegiate  field  done  by  a  teacher  who  devotes  more  than  twenty  periods 
per  week  to  teaching  as  of  decidedly  questionable  value.  In  fact,  it  is 
quite  reasonable  to  suppose  that  when  a  teacher  must  read  his  own 
papers  as  they  come  from  the  members  of  the  class  and  must  develop 
a  new  course  that  two  junior  college  classes  and  one  high  school  class 
or  vice  versa  will  constitute  a  full  program.  Two  high  school  classes 
and  two  junior  college  classes  certainly  seem  to  represent  the  maxinmm 
that  can  be  rationally  expected  of  a  real  teacher.  The  opportunity  for 
live  teaching  consists  not  in  a  large  number  of  classes  to  be  taught  but 
in  a  reasonable  proportion  of  time  for  study  and  refiectiou  concerning 
those  that  are  to  be  handled.  When  junior  college  teachers  are  treated 
liberally  in  this  respect  the  school  may  expect  large  returns  from  their 
work  and  the  day  will  rapidly  come  when  an  inspection  of  the  work  done 
])y  such  teachers  by  members  of  our  lower  division  faculty  of  the  univer- 
sity will  be  inappropriate  because  of  the  equality  of  the  person  whose 
work  is  examined  with  the  examiner.  The  attainment  of  this  condition 
is  as  Stevenson  says:  "A  task  for  all  that  a  man  has  of  fortitude  and 
of  delicacy." 

Discussion  was  led  by  ]Mr.  David  Burcham  of  Long  Beach,  who 
inquired  of  Professor  Woods  concerning  the  truth  of  reports  he  had 
heard  in  regard  to  the  penalizing  of  junior  college  students  entering  on 
junior  college  work  without  having  full  college  entrance  requirements. 
Professor  Woods  assured  Mr.  Burcham  that  all  students  entering  on 
university  work  were  conditioned  on  the  subjects  required  which  they 
at  that  time  could  not  offer.  This  would  apply  equally  to  students 
entering  the  university  from  junior  colleges  as  well  as  from  other 
schools  of  collegiate  rank. 

Mr.  j\Ioore  of  Los  Angeles  questioned  Professor  Woods  concerning 
"back-door  entrance"  to  the  University  of  C'alifornia  through  smaller 


98  PROCEEDINGS   OF    CONVENTION 

colleges  other  than  the  junior  college.  Professor  Woods  said  that  tlie 
university  eul'orced  its  requirements  as  he  had  explained  to  Mr. 
Burchaui,  but  that  far  from  discrimination  against  the  junior  college, 
the  odds  were  in  its  favor. 

Mr.  Hollingshead  of  Santa  Barbara  asked  for  information  in  regard 
to  the  grading  of  junior  college  teachers.  He  reported  the  ease  of  one 
junior  college  teacher,  an  excellent  instructor,  who  because  of  a  poor 
showing  on  the  day  of  the  visit  of  the  university  examiner  was  given 
a  low  rating.  Professor  Woods  answered  that  he  was  sorry  to  learn 
of  the  incident,  Avould  make  note  of  the  circumstance,  and  further 
explained  that  the  judgment  of  the  examiner  was  not  always  infallible, 
and  that  the  instructions  from  the  university  to  the  examiner  was  that 
lie  must  acquaint  himself  with  tlie  standing  of  the  teacher,  his  prepara- 
tion, work,  scholai'ship,  training,  experience,  and  so  forth,  before 
forming  the  judgment. 


CALIFORNIA   HIGH    SCHOOL   PRINCIPALS.  99 

THE  UNIFICATION  OF  SECONDARY  EDUCATION  IN  THE 
GREATER  HIGH  SCHOOL. 

Frederick  Liddeke,  Principal  Fresno  Higli  School. 

The  man  who  comprehends  many  relations  is  an  outstanding  genius. 
We  ordinary  mortals  see  only  a  few  relations  none  too  clearly,  and  so 
are  apt  to  talk  about  half-truths  and  to  overstate  what  half-truths  we 
know,  or  think  we  know.  With  due  regard  for  these  limitations  I  shall 
undertake  to  point  out  serious  shortcomings  in  our  present-day  educa- 
tion, and  1  believe  you  will  agree  largely.  Also,  I  shall  make  bold  to 
point  out  how  these  shortcomings  may  be  greatly  eliminated,  and 
perhaps  you  won't  agree.  The  argument,  however,  will  not  stand  on 
theories  untested,  but  on  the  findings  of  experience.  Hence  I  can't 
qualify  as  a  reformer.  The  appeal  will  be  largely  to  European  prece- 
dent, for  we  have  very  much  to  learn  out  of  the  lesson-book  of  Europe. 
And  fittingly,  for  we  are  a  mixture  of  European  bloods.  Our  civiliza- 
tion in  all  its  essentials  and  appurtenances,  is  P]uropean.  The  only 
American  civilization  we  know  anything  about  is  lost  among  the  ruins 
of  Old  Mexico  and  Peru,  and  so  we  can't  afford  to  be  insular. 

American  education,  broadly  taken,  is  a  three-group  system,  ele- 
mentary, university  and  secondary,  the  last  ill-defined  coming  between 
the  other  two.  European  education,  likewise,  is  a  three-group  system, 
designated  the  same,  but  yet  not  the  same,  particularly  the  secondary. 
In  America  education  has  aimed  mostly  at  democracy  of  opportunity, 
somewhat  regardless  of  ability.  In  Europe  education  was  mostly 
aristocratic,  but  in  time  also  favored  democracy.  What  corresponds 
to  our  elementary  schooling  did  not  at  first  cut  so  much  of  a  figure. 
Secondary  education  commenced  down  in  the  tender  years.  The 
studies  were  long-drawn-out.  In  time  they  were  enriched,  coordinated 
and  correlated  on  sound  principles.  Not  so  in  America.  The  main 
point  to  bring  out  is  that  the  old  preparatory  academy  with  its  very 
lirief  courses  and  short-heat  studies  became  the  present-day  high  school, 
its  courses  still  too  brief,  and  its  studies  still  short-heat,  greatly  multi- 
plied, to  a  great  extent  elective,  and  necessarily  unrelated.  Hence,  our 
secondary  schools  and  secondary  schools  in  Europe  have  a  different 
story  to  tell,  and  the  difference  is  mighty. 

In  Europe  all  the  elements  of  information  and  training  have  time 
to  sink  in,  by  long  contact  to  take  root  in  the  mind,  and  so  to  take 
hold  on  life,  just  like  our  "three  R's."  The  scope  is  general. and  the 
fundamentals  are  solid  and  sound.  In  Europe  a  man  gets  educated. 
At  least  he  knows,  and  he  is  supposed  to  know.  If  he  has  brains,  he 
succeeds  all  the  more,  because  he  knows.  The  American,  even  of  much 
scliooling,  is  much  likely  less  likely  to  be  educated.  Education  has  not 
had  time  to  take,  except  in  spots.     So  our  schooled  man  makes  a  virtue 


100  PROCEEDINGS   OF    CONVENTION 

of  modesty,  aiul  foi-  pretty  irood  reasons.  If  he  has  brains,  he  makes 
jrood  in  spite  of  wliat  he  doesn't  know,  and  is  at  a  ^r<^at  disadvantage. 
lie  has  irot  to  he  more  hir^rely  self-made.     Hnt  why  this  ditferenee? 

In  Europe  secondary  education  is  centralized  in  one  institution.  Its 
eurrieulum  is  usually  cipht  or  nine  years  long.  The  studies  are  dis- 
tributed over  hin^  periods  in  order  to  be  progressively  adaptive  to  the 
growing  abilities.  They  progressively  interlock  for  the  sake  of  unifica- 
tion with  one  another.  These  conditions  Avere  necessarily  lacking  in 
our  old-time  academies,  and  they  are  lacking  in  the  American  high 
school  of  today.  ^Moreover,  they  are  lacking  in  all  secondary  instruc- 
tion, for  secondary  education  is  not  all  comprised  in  the  high  school. 
Some  of  it  begins  in  the  grades  somewhere  after  the  "three  R's,"  and 
stops  somewhere  in  the  university.  It  is  coming  to  be  the  accepted 
understanding  that  secondary  education  should  commence  where  the 
"three  R's"  leave  ofif,  that  it  applies  the  rudiments  to  the  attainment 
of  information  in  applied  lines,  and  that  it  ends  where  the  university 
takes  up  the  advanced  work  of  specialization  and  research.  In  short, 
secondary  education  deals  with  the  fundamentals  of  applied  and 
advanced  learning.  For  instance,  secondary  mathematics  commences 
with  applied  arithmetic  and  ends  with  integral  calculus.  And  so  we 
find  secondary  education  in  America  scattered  among  several  institu- 
tions, upper  elementary,  high  schools,  and  "lower  division"  university, 
dis.iointed  in  administration,  lacking  in  unifying  principle,  and  waste- 
ful of  the  time  of  the  students. 

lint  we  are  on  the  eve  of  a  change.  AVhat  with  our  two  great  uni- 
versities in  California  badly  overcrowded,  what  with  the  high  school 
entrenched  in  every  modernized  community,  with  teaching  personnel 
and  equipment  improved  beyond  the  college  standard  of  a  generation 
ago.  the  so-called  "junior  college"  is  coming  into  vogue.  Again,  here 
ancU  there  over  the  state,  the  high  school  is  extending  downward  to 
include  the  two  upi)er  grades.  Will  the  change  be  one  of  far-reaching 
centralization  and  readjustnu^nt  of  secondary  work  in  the  greater  high 
school  .'  or  will  secondary  ed\ication  continue  to  be  disjointed  among 
two  or  more  separate  institutions?  For  there  are  some  dis(iuieting 
signs  of  a  tive-grouj)  system,  elementary,  "junior  high,"  high,  "junior 
college,"  and  universit.v  schools,  each  a  thing  apart  and  too  nuich  in- 
and-for  itself.  The  old  preuniversity  8-4  plan  begins  to  split  up  into 
something  like  a  H-2-4-2  plan.  Ilajjpily  there  is  the  6-6  plan,  also 
under  \yay.  These  two  trends,  upward  and  downward,  are  likely  to 
c(»Hlesce  into  the  (J-H  plan.  Better  yet  would  be  the  5-3(3)  plan;  for 
surely  if  llic  (icrmans  can  cover  the  pre-secondary  ground  in  three 
years,  and  the  French  <-an  cover  it  in  four  years,  then  Americans  can 
••over  it  in  live  years.  Kurlhci  inoic.  if  there  is  to  be  a  flux  and  reform 
of  secondary  instruction,  and  if  the  movement  is  now  under  way,  and  in 
this  commonwealth  of  ours  I  believe  it  is  under  way,  then,  now  is  the 


CAIJKORNrA    HIGH    SCHOOL    PRFNCIPALR.  K'l 

time  most  opportune  to  take  stock  of  shorteoiuiiigs  in  ordei-  to  shape 
readjustment  for  the  elimination  of  these  shorteomings,  and  of  the 
conditions  and  defects  that  are  causal  to  them. 

What  are  these  defects?  They  are  many.  They  are  partly  charj^e- 
able  to  social  and  economic  conditions.  The  more  salient  of  these 
defects,  are  they  not  comprehended  in  a  lack  of  fundamentals  and  at 
the  same  time  in  a  lack  of  practical  preparation?  Language,  history, 
mathematics,  science,  semivocational  training,  in  the  high  school  cur- 
riculum, are  they  not  too  nuitually  exclusive,  the  one  at  the  expense  of 
other  studies ?  And  in  these  fundamentals,  do  we  not  lack  in  broadness? 
For  boys  in  the  liigh  school,  two  years  of  mathematics  or  less,  and  if 
they  do  have  as  much  as  four  years,  still  no  algebra  of  variables,  in  the 
held  of  practical  higher  mathematics  far  more  important  than  the 
algebra  of  constants.  One  science  reciuired  for  college  entrance,  or 
two  at  most,  say  physics  and  chemistry,  aiul  of  biology  nothing  at  all, 
to  say  nothing  of  the  other  sciences.  Again,  to  meet  the  California 
university  requirements  for  engineering  it  has  long  been  impossible 
for  high  school  graduates  to  include  more  than  one  year  of  history 
among  the  fifteen  units  required,  and  it  may  be  just  any  hi.story.  And 
if  some  of  us  had  our  way,  even  that  one  year  of  history  would  not  be 
required.     And  so  on. 

Allied  with  this  lack  of  broadness  in  fundamentals  goes  the  practice 
of  free  electives,  in  ac(!ord  with  that  beautiful  theory  of  aflEinity  whereby 
mere  children,  ignorant  of  themselves  and  of  the  world  they  have  got  to 
fit  into,  are  drawn  to  just  those  studies  which  develop  and  complete 
their  native  abilities.  What  do  we  find,  you  and  I?  Students  going 
with  the  swim,  like  fish,  regardless,  or  feeling  for  credits  along  the  lines 
of  least  effort,  laziness  more  operative  than  self-interest. 

Again,  each  textliook  all  too  much  has  been  written  up  and  the  study 
taught  as  a  separate  culture-unit,  culture  in-and-for  itself — all  the 
more  cultural  if  it  doesn't  consort  with  any  earthly  utility,  one  semester 
for  this  branch,  one  year  for  that  branch.  The  point  is  that  any 
thoroughness  is  a  lost  liy-produet,  for  memory  begins  to  unload  the 
cargo  before  the  bill  of  lading  certifies  to  so  much  credit  for  so  miu-h 
cargo.  This  defect  is  part-and-parcel  with  the  general  lack  of  con- 
tinuity and  distribution' over  time.  W^hat  can  we  expect  when  algebra, 
for  instance,  is  jammed  through  in  one  year,  nuich  of  it  under  con- 
ditions of  innnaturity?  In  Europe  algebra  is  distributed  over  five 
years,  so  often  a  week,  and  correlated  with  much  other  work.  Other 
mathematics  likewise.  And  mark  you,  competent  critics  like  Professor 
Young  of  Chicago  and  President  Pritchett.  agree  in  telling  us  that  our 
secondary  mathematics,  to  cover  the  same  ground,  use  up  75  per  cent 
more  time. 

Then  there  are  the  foreign  languages  deferred  too  long,  for  our 
students  get  at  them  long  after  the  nascent  period  of  word-assimilation, 


102  PROCEEDINGS   OF   CONVENTION 

with  the  result  that  their  command  over  languages  becomes  greatly 
attenuated.  In  the  high  school,  as  in  the  university,  languages  afford  a 
less  irksoiiu'  means  of  earning  credits.  Surely,  if  foreign  modern 
tongues  in  our  schools  serve  no  better  purpose,  if  they  have  no  further 
part  in  our  lives  than  they  do  in  about  98  per  cent  of  them,  then  they 
ouglit  to  be  cast  out.  just  as  a  university  professor  has  told  this  con- 
vention that  they  ought  to  be  cast  out — to  some  consternation,  let  many 
of  us  hope.  And  yet,  what  Imowledge  so  broadening  and  fructifying 
as  foreign  languages,  say,  French  and  German,  to  him  who  uses  them 
in  his  life-interests,  in  keeping  up  with  so  much  world-thought  that 
doesn't  get  translated?  What  other  so  potent  means  for  world- 
mindedness,  of  sensing  the  spirit  of  a  people,  save  through  the  literature 
in  which  that  spirit  actually  expresses  itself?  Who  are  the  most 
enlightened  nations  and  the  most  progressive?  Who  are  the  most 
insular  and  hidebound?  The  outreaching  types  or  the  stay-at-home 
types?  The  Germans  put  it  well.  "He  that  learns  to  think  in  another 
tongue  becomes  twice  a  man."  It  is  a  mistake  to  assume,  moreover,  that 
spirit,  humor,  thought  entire,  carries  over  into  translation.  For  in  a 
French  novel  done  into  English  do  you  catch  the  humor  and  the  spirit, 
the  feeling  and  the  atmosphere,  when  Frenchmen  are  made  to  talk 
Engli.sh  ?  Therefore,  foreign  languages  do  have  a  place  in  any  well- 
conditioned  high  school,  because  they  do,  like  English,  each  from  its 
own  angle  interpret  to  us  a  greater  world  and  a  larger  life.  If  I  seem 
overmuch  to  dwell  on  this  matter,  it  is  because  of  the  fire  that  recently 
has  been  leveled  at  foreign  language-study. 

So  much  for  some  of  the  salient  defects  in  our  secondaiy  schooling. 
And  what  of  the  results?  Are  they  not  about  what  we  have  a  right  to 
e.xpect?  Education  has  taken  in  spots  where  some  interest  caught  on. 
Studies  are  "subjects"  that  have  been  "had."  Students  do  have  what 
they  were  striving  for — credits  and  records,  so  many  and  of  rank  so- 
and-so.  IIow  iimcli  mastery  is  there,  or  foundation  for  mastery? 
What  are  credits  good  for  in  training-values?  What  can  students 
do  with  their  knowledge?  The  most  of  it  is  shelved  along  with  tiie 
te.xt,  except  what  the  pupil  finds  sticking  to  his  finger  ends  by  use  and 
praetice.  It  is  sediment  down  in  the  subconscious.  To  dig  it  up  he 
lias  got  to  resort  to  books,  and  after  all  it  is  something  to  know  where 
to  dig.  There  is  the  usual  incapacity  to  apply  what  one  lias  learned, 
inability  1o  turn  the  key  tiiat  unloeks  op])ortuiiity.  or  the  key  doesn't 
fit.  The  high  school  gels  knocked,  and  tin;  university  gets  knocked  in 
lui'd.  Ivliical  ion  under  lire.  Soinelliing  is  wrong.  You  and  I  know 
if.  Tlie  thinking  puhli*-  knows  it.  Europe  knows  it  al)undantly,  and 
is  iKtt  slow  to  lay  the  finger  on  the  soft  i>laees.  Our  Rhodes  scholars 
are  fhc  snpercrcaiii  of  our  scholastic  output.  The  lOnglish  have  taken 
st<»-k  of  them  and  have  found  th<'m  wanting.  The  Fresno  High  haj)- 
pens  to  have  in  its  faculty  a   Khodes  sc-liolar,  three  years  at  Oxford. 


CALIFORNIA   HIGH    SCHOOL   PRINCIPALS.  103 

llii  told  nie  last  week  the  English  are  right,  that  the  Americans  are 
weak  in  essentials  and  nndertrained.  Don't  we  realize  that  whenever 
we  talk  with  educated  Europeans?  How  they  do  take  ns  hack  with 
their  firm  grip. 

In  our  efforts  to  educate  we  have  hurried  youth  through  its  paces. 
Knowledge  fails,  and  ability  is  nndertrained.  But  we  lay  great  store 
by  "general  training."  Granted  that  a  student  is  unable  to  really 
read  Latin  after  four  or  six  years  of  it.  The  training  value  is  good. 
Grant  that  he  can't  apply  the  algebraic  equation  or  a  principle  of 
physics.  The  general  idea  is  there,  nevertheless.  Granted  that  he  has 
forgotten  95  per  cent  of  history  and  is  mixed  on  the  rest.  He  has  a 
general  idea  what  history  is  about.  All  very  good,  as  far  as  these 
ideas  go.  But  how  far  do  they  go?  What  is  learning  worth  Avhen  it 
can't  be  transmuted  into  something  more  usable  than  general  ideas? 
Here  we  land  up  against  the  general  training  fallacy  and  the  culture 
fallacy.  Have  we  not  put  the  cart  before  the  horse  ?  What  a  student 
really  needs,  and  what  he  should  be  getting,  is  knowledge  that  he  knows 
he  has  got,  and  which  he  knows  how  to  use  if  he  has  brains  enough  to 
use  it.     Given  that,  and  general  training  follows  as  a  matter  of  course. 

Are  we  not  deluded  by  false  values,  and  do  we  not  substitute  false 
ideals  for  true  ones,  oftentimes  self -flattered  and  encouraging  self- 
flattery?  School  spirit,  for  instance,  too  often  a  sort  of  militant  big- 
otry, is  deemed  a  grand  virtue,  even  if  a  student  is  a  trifler  and  a 
failure.  On  the  continent  of  Europe  there  is  no  school  spirit  as  we 
know  it,  neither  in  the  universities  nor  in  the  lesser  schools.  Like 
Gulliver's  definition  of  untruth,  school  spirit  "is  the  thing  which  is 
not."  There,  strange  to  relate,  they  idealize  not  institutions  of  learn- 
ing, but  learning  itself  and  the  lights  of  learning. 

Now,  what  do  we  mean  by  education?  Is  it  not  power?  ability? — 
ability  to  comprehend  relations  truly,  to  understand  the  forces  of 
nature,  to  know  the  behavior  of  matter  and  to  manipulate  it,  to  know 
life  and  to  manipulate  life,  to  sense  right  and  to  do  right,  ability  to 
understand  civilization  and  to  promote  progress;  in  short,  power  to 
adapt  means  most  suitable  to  ends  that  arc  useful  and  worthy. 

I  have  dared  to  criticize  our  secondary  education  on  account  of  what 
it  is  not,  and  on  account  of  what  it  can  be,  because  I  have  faith  and 
hope  for  betterment.  What  men  have  done,  men  of  the  same  race  can 
do  again.  It  lies  in  the  strength  of  our  race  heritage  to  work  up  to  as 
good  a  brand  of  education  as  has  been  created  by  our  European  con- 
geners. But  we  have  got  to  leave  our  rut  of  heterogeneous  culture 
stunts,  because  they  so  largely  lead  nowhere.  We  have  got  to  recon- 
struct method  on  lines  that  are  scientific  and  lead  somewhere.  The 
reconstruction  must  line  up  with  world  realities  and  must  square  with 
sound  principles. 


104  PROCEEDINGS   OF    CONVENTION 

In  tlic  first  i>Ia('e  secondary  education  must  comprise  tlie  elements 
that  are  fundamental  and  common  to  the  interests  of  all  men.  For  all 
men  conunand  tA'  lanKuajre  in  the  way  ol'  intercourse  is  a  constant 
advantage,  and  literature  is  a  common  resource.  All  men  have  a  com- 
mon interest  in  civilization,  and  so  need  to  understand  its  historical 
development  and  its  institutional  antecedents.  All  men  share  in  the 
benefits  of  science,  and  science  affords  opportunity  in  proportion  as 
they  have  intelligence  to  make  use  of  their  knowledge.  The  same  holds 
true  for  mathematics,  which  functions  endlessly  in  the  practical  prob- 
lems of  everyday  life,  in  industry,  and  in  science.  Hence,  language, 
history,  science  and  mathematics  are  fundamentals  essential  to  every- 
body, and  training  needs  to  be  adequate  and  commensurate  with 
ability.  Though  men  differ  in  aptitudes  and  fortes,  opportunities  and 
destiny  cftmc  rather  regardlessly,  whence  all  the  more  need  for  general 
and  sound  fnndamentals.  Yet.  because  men  do  differ  in  aptitudes  and 
capacities,  education  has  also  got  to  deal  with  studies  that  develop  and 
strengthen  these,  and  arm  them  with  special  equipment.  The  funda- 
mental and  the  special,  the  cultural  and  the  practical,  must  supplement 
each  other.  i>lay  into  one  another's  hands,  for  truths  and  facts  go 
together.  The  world  is  a  unity,  and  world  learning  has  to  be  unified. 
\u  a  rationalized  system  of  instruction  the  components  are  not  contra- 
dictory, the  general  to  the  special,  the  cultui*al  to  the  practical.  They 
only  need  to  be  brought  into  cooperative  relation. 

In  the  .second  place,  education  that  arrives  and  stays  put  must 
be  a  growth  process,  adapting  itself  to  uiind-growtli.  The  materials 
have  to  be  assimilated,  since  all  growth  is  by  a.ssimilation — a  gradual 
and  long-time  process.  IIenc<'  the  ehMuents  that  go  to  nuike  up  learn- 
ing and  ti-aininLT  mnst  be  applied  often  and  variously.  They  must  be 
usable,  and  by  use.  actual  and  often.  b(»come  bone  ami  tissue. 

\o  heresy  lurks  in  these  statements.  They  are  as  connnonplaci'  a.s 
<irtho(h)xy.  Th<'se  ideas  arc  not  new.  and  they  cei'taiidy  are  not 
original  in  this  (hiy  and  age.  Why  do  they  need  i-epeating?  Because 
they  are  so  nonexistant  in  American  vogue.  In  the  Old  World  they 
have  been  tile  accepted  piMctice  for  generations. 

No  indictment  lies  against  our  elementary  education.  Its  results  are 
satisfactory.  It  arrives  and  stays.  Why?  Because  the  "three  H's" 
are  necessarily  continuous  and  i-ofi-ehitivc.  and  thci-e  is  less  disintegra- 
tion from  lack  of  application.  They  are  in  use  and  grow  in  usefidness. 
Hut  our  secondary  ed\ication  does  disintegrate  despite  our  unthinking 
aKHUmption  that  because  a  stu<l_\-  is  i)ursuc(l  it  is  goin'_r  to  linger  in  the 
miMnory  and  give  value  on  demand,  ("raiiuning  the  mind  with  masses 
of  material  too  unrelated  and  indigestible  blunts  the  nascent  insight  and 
largely  inliibits  the  use  of  the  understanding.  The  i-ight  method 
stimulates    th<-    insiudit    and    cxcci-iscs    the    understanding    by    making 


CATJKORNI.V    HIGH    SCHOOL   PRINCIPAT-S.  105 

insijilit  and  understanding  necessary,  and  applies  the  stimulus  and  the 
exercise  pi-ofjressively,  recurrently  and  in  new  conneetions.  Herbart's 
doctrine  of  apperception,  you  may  say,  an  article  (mt  of  the  pedajrof^y 
shop !     Yes.  hut  a  law  of  organic  growth. 

Suppose,  instead  of  our  eramming-jamniing-shelving  system  of  short- 
time  units  lacking  relation,  we  came  to  introduce  a  system  of  long-time 
distribution.  Suppose,  for  the  sake  of  simplicity,  that  we  had  a  sec- 
ondary plan  covering  nine  years,  in  three  three-year  cycles,  following, 
say,  after  the  fifth  grade.  Suppose  the  fundamentals  to  be  distributed 
about  as  follows:  English  and  literature  for  nine  years,  on  an  average, 
three  times  a  week;  history  for  nine  years,  two  times  a  week;  for  boys, 
mathematics  for  nine  years,  three  times  a  week;  for  boys,  science,  for 
nine  years,  three  times  a  week.  About  half  of  the  total  time  would  be 
available  for  free  electives  in  the  line  of  nnisic,  foreign  languages,  and 
special  training,  prevocational  and  vocational,  likewise  distributed  and 
correlated. 

Consider  the  possibilities  in  history.  The  first  three-year  cycle  could 
be  devoted  to  the  biography  of  the  great  history  makers  in  chronological 
order.  Of  course,  much  political  history  would  get  woven  into  the 
lives  of  the  heroes.  The  second  cycle  could  cover  the  salient  features 
of  political  history,  the  great  social  drama,  with  the  great  men  as 
actors.  The  third  cycle  could  cover  the  development  of  institutions, 
the  history  of  genius  and  what  genius  has  done  for  civilization.  Mark 
you  that  the  history  study  would  thus  proceed  in  recurrent  and  ascend- 
ing cycles,  bringing  out  old  facts  in  new  connections.  That  would  be 
some  history. 

See  what  this  plan  could  do  for  tiie  sciences,  or  better,  nature  study. 
Three  times  a  week,  each  cycle  for  three  years  would  deal  with  astron- 
omy, geology,  physiograj)hy,  chemistry,  ])hysics,  botany,  zoology,  theo- 
retic and  applied,  coordinated  and  correlated,  recurrently  asceiid- 
ing  and  in  new  associations  adapted  to  the  growing  understanding, 
and  stimulating  more  understanding.  The  student  in  nine  years  would 
come  to  know  some  science. 

^Fathematics  likewise  could  be  covered  in  similar  recurrent  and 
ascending  cycles,  commencing  with  applied  arithmetic  and  ending  with 
integral  calculus,  each  cycle  adapted  to  the  growing  powers  of  compre- 
hension, and  find  application  to  endless  uses. 

So  on  and  so  on  with  other  lines  of  work,  fundamental  and  special. 
You  see  the  point  to  all  this.  Note,  too.  that  each  three-year  cycle 
should  be  relatively  complete,  adapted  to  the  needs  of  the  student  who 
would  quit  upon  finishing  that  cycle  and  at  the  same  time  get  the  best 
training  for  the  next  cycle  in  case  he  continues  his  education.  This, 
again,  is  not  theory-stuflf,  but  actual  i)ractice  in  Europe,  particularly 
in  the  gymnasia  of  Germany.     All  the  comparisons  of  method  expressed 


106  PROCEEDINGS   OF    CONVENTION 

and  implied,  in  tliis  |):ii>er.  iro  far  to  oxi)lain  why  Ainoi-ican  secondary 
fdueatidii  is  siipcrticial  and  iiicffi.-iiMit.  wliy  in  Europe  it  is  tliomui:!)  and 
efficient. 

Wliat  stands  in  the  way  of  a  similar  study-])lan  in  America?  Not  a 
plan  i>atterned  after  Europe,  but  a  plan  worked  out  on  the  same  essen- 
tial i)rineiples  to  Suit  American  needs.  Very  much  stands  in  the  wa.y — 
precedent,  prejudice  in  favor  of  the  accustomed  vogue,  something  we 
mu.st  stand  behind  just  because  it  happens  to  be  ours.  The  teacher 
stands  in  the  way.  by  training  unsuited  for  functioning  in  a  manner 
alien  to  experience.  But  not  all  teachers.  It  will  never  do  to  object 
that  a  correlated  system  admittedly  good  for  countries  under  aristo- 
cratic rule  is  not  suited  to  America,  with  its  democratic  regime.  Our 
nuMlical  profession  in  America  is  not  at  all  slow  to  learn  and  to  adapt 
foreign  discoveries  and  alien  practice.  The  X-ray,  which  is  good  for 
the  European,  is  also  good  for  the  American,  even  though  discovered 
by  a  Gernuin  professor.  Educated  efficiency  is  needed  by  all  nations 
alike,  and  for  like  purposes.  European  efficiency  in  endless  lines  has 
demon.strated  its  superior  ability  to  make  good  in  America,  and  is 
ever  in  demand.  It  requires  more  than  fine  high  school  plants  and 
costly  equipments  and  expensive  teachers  to  make  education  the  indi- 
vidual and  national  asset  it  is  intended  to  be.  In  the  face  of  l)esetting 
shortcomings,  educators  can't  afford  to  be  standpatters,  ostrich-like 
sticking  their  heads  into  the  sands  of  self-complacency.  The  short- 
eomings  arc  apparent  enough  as  due  to  lack  of  distribution  and  correla- 
tion of  secondary  studies.  Big  sounding  w'ords,  these,  to  the  layman, 
that  mean  nothing  more  far-fetched  than  the  ''three  R's"  philosophy 
practiced  in  our  elementary  schools,  and  in  the  European  secondary 
scliools  as  well. 

Is  the  unifying  plan  feasible  in  California?  Yes,  by  degrees,  and 
ntit  so  long-run.  either.  Upward  and  downward  extension  in  our  state 
is  actually  under  way  and  is  ac(iuiring  a  stable  momentum.  The  occa- 
sion is  ripe  to  work  toward  the  elimination  of  the  disjointedness  in  our 
secondary  schooling  that  stands  in  the  way.  The  greater  high  school 
makes  po.ssible  the  kind  of  study  unification  heretofore  impossible. 
Distribution  of  studies  for  long-time  contact,  is  the  first  step,  easy 
enough  for  school  administration  to  effect.  Tlie  second  step  consists 
in  correlating  the  studies.  That  step  is  harder,  but  strength  to  take  it 
will  develop  later  out  of  the  then  necessities  and  opportunities. 

The  natu?-al  resources  of  a  country  are  a  tremendous  gift  of  nature. 
To  husband  them  advantageously  is  a  national  necessity.  But  the 
resources  inliereiil  in  intelligence;  are  still  more  tremendous,  and  to 
develop  these  most  advantageously  is  of  supreme  importance  to  national 
Htn'nf.Mli  and  progress.  I'nless  sec(indai-y  education  prej^ares  men  and 
women  enicicntly.  it  prepares  wasterully  and  not  well  for  either  citizen 
or  state. 


CATiTPORNIA    lIlGir    SCIIOOI.   PRINCIPALS.  107 

THE  UNIFICATION  OF  SECONDARY  EDUCATION  IN  THE 
GREATER  HIGH  SCHOOL. 

W.  H.  Housii,  Principal  L.us  Anscl<^s  iliyh  School. 

The  creation  of  the  intermediate  school  and  junior  college  calls  I'or 
reorganization  of  the  school  ciu'riculuin  from  the  seventh  to  the 
fourteenth  year  inclusive. 

The  intermediate  school  b}^  taking  students  at  tlie  end  of  the  sixth 
grade  expects,  by  better  equipment,  better  trained  teachers,  and  a 
more  flexible  course  of  study,  to  send  those  students  to  the  high  school 
at  the  end  of  the  ninth  grade  further  advanced  than  formerly. 
Adjustment  is  therefore  necessary  with  the  lower  school. 

The  intermediate  schools,  by  beginning  foreign  languages  in  the 
seventh  grade,  and  alge])ra  and  other  high  school  subjects  in  the  eighth, 
may  be  able  to  promote  students  to  the  middle  of  the  tenth  grade, 
thereby  saving  them  a  half  year;  but  in  the  interest  of  sound.scholarship, 
it  is  to  be  hoped  that  they  will  utilize  their  superior  facilities  to  secure 
more  thoroughness  in  the  fundamental  subjects,  and  place  less  emphasis 
upon  shortening  the  high  school  course. 

IMy  part  in  today's  discussion  will  refer  to  the  junior  college. 
Doubtless  every  junior  college  in  the  state  hopes  ultimately  to  accom- 
plish the  twofold  object — to  meet  the  specific  needs  of  the  comnuniity 
and  to  prepare  for  the  advanced  classes  of  the  university.  It  is  not 
surprising,  however,  that  the  investigating  committee  of  the  university 
should  report  that  they  found  the  junior  colleges  modeling  their  courses 
after  the  lower  division  of  the  university  instead  of  administering  to 
the  needs  of  their  respective  communities. 

In  my  opinion  the  junior  colleges  have  shown  a  commendable 
prudence  in  emphasizing  at  first  the  cultural  side  of  their  work.  They 
are  able  to  do  this  at  once  and  in  the  main  acceptably.  They  can  get 
instructors,  qualified  by  training  and  experience,  to  build  up  depart- 
ments that  correspond  to  those  established  and  standardized  in 
the  colleges  and  universities.  There  is  little  risk  in  beginning  with 
standardized  college  courses.  The  junior  colleges,  if  given  time  and 
encouragement,  will  without  doubt  prepare  for  junior  standing  in  the 
university. 

The  other  phase  of  college  work — meeting  community  needs  with 
vocational  instruction  of  college  grade — is  more  difficult,  since  time 
and  expense  are  necessary  to  make  a  systematic  investigation  of  local 
conditions,  and  to  devise  ways  and  means  to  meet  industrial  and  civic 
problems.  It  calls  for  discriminating  judgment  and  for  cooperation 
of  all  the  constructive  instrumentalities  in  the  community. 

The  Los  Angeles  Junior  College  began  with  about  forty  students,  in 
my  opinion  about  the  minimum  to  justify  the  expense  of  organization. 
Now  with  an  enrollment  of  300  we  are  able  to  carry  almost  all  the 


108  PROCEEDINGS   OF    CONVENTION 

Idwcr  tlivisidii  courses  of  the  university  witli  an  avera*;e  class  enroll- 
ment of  tw.'Utv-tliree  students.  The  cost  per  capital  is  now  liut  iittl.' 
more  than  the  per  capita  cost  of  high  school  students. 

The  (Jeneral  Culture  courses  now  given  in  practically  all  the  junior 
(•olleges  juepare  I'or  advanced  courses  in  the  university,  and  at  the 
same  time  meet  one  important  community  need,  namely,  lay  a  founda- 
tion for  the  professional  vocations. 

The  Technical  Engineering  courses  as  given  in  junioi-  colleges,  of 
which  the  Los  Angeles  Polytechnic  is  an  example,  seem  to  have  met 
the  demand  for  vocational  education  along  engineering  lines. 

1  would  .suggest  the  ftdlowing  courses,  one  or  more  of  which  might 
he  undertaken  to  bring  the  junior  colleges  into  close  relation  with  the 
comnauuties  they  serve. 

1.  Semiprofessional  courses,  that  are  broadly  vocational,  i.  (\, 
economics,  political  .science,  journalism,  industrial  chemistry.  These 
are  now  given  in  the  largest  junior  colleges,  and  supplement  the  courses 
in  general  culture. 

2.  Courses  that  prepare  for  the  higher  forms  of  civil  service. 

A  year  ago  Professor  Lange  suggested  that  the  junior  colleges  would 
tind  a  fertile  and  almost  virgin  field  in  the  preparation  of  students  for 
service  in  the  various  departments  of  city  management  and  municipal 
housekeei)ing.  lie  said  the  junior  colleges  would  be  pioneers  whei'e  the 
universities  had  as  yet  scarcely  ventured. 

Since  then  there  seems  to  have  been  a  somewhat  general  awakening 
on  this  subject  in  Ea.stern  educational  as  well  as  civic  institutions.  In 
the  March  number,  1916.  of  the  Annals  of  the  American  Academy  of 
Political  and  Social  Science,  an  article  by  Henry  Moskowitz,  president 
of  .Municipal  Civil  Service  of  New  York  City,  calls  the  attention  of 
I)ublic  schools,  high  schools,  colleges,  and  universities  to  the  need  of 
training  for  civil  service. 

in  November.  1!)1H.  aV»out  7")  universities  were  represented  at  a  con- 
ference at  tlic  liiiversity  of  Pennsylvania,  under  the  auspices  of  the 
Society  for  the  Pnunotion  of  Training  for  the  Public  Service.  At  this 
C(mference,  i»ublicist.s,  social  workeis,  and  educators  discussed  the 
problem,  "how  professional  training  .should  be  modified  to  prepare 
men  better  for  |)ublic  service  and  to  reinfoivM'  or  develoj)  efficient 
pu])lie  administration." 

The  door  of  opfiortimity  opens  unniistakal)ly  upon  this  form  of  com- 
munity service  for  the  junioi-  c(»Ilej,M'.  The  senior  year  of  the  high 
school  and  the  two  years  of  junior  college,  l)eing  under  the  .same 
managem<*nt.  will  afford  a  fine  opjjortunity  for  three  years  training  in 
graduated  coiirses  including  the  civics  and  social  problems  cla.sscs  of 
the  high  school,  and  th<'  economics,  political  science,  and  sociology 
^jlasses  of  the  j\inior  college. 

This  field  lias  the  advantage  of  bein^  open  to  the  girls  as  well  as  to  the 
boys,  esjx'cially  in  .s(»cial  service  work.     Recent  experience  in  the  city 


CALIFORNIA    HIGH    SCHOOL   PRINCIPALS.  109 

oi  Los  Angt'li'S  shows  llic  need  of  Ifaiiicd  woiucii  in  dciiliii^  with  the 
wards  of  the  Juvenile  Court,  witli  the  education  of  foreiji:ners,  especially 
the  iminijirant  mothers,  and  many  problems  connected  with  the  tempta- 
tions thrown  about  young  people,  some  of  which  are  closely  related  to 
the  public  schools. 

'3.  Agricultural  courses. 

]\lany  junior  colleges  can  carry  courses  in  scientific  I'ai-ming, 
especially  if  they  work  in  cooperation  with  the  i)atrons  of  the  .school, 
and  confine  themselves  to  one  line  of  work. 

Los  Angeles  High  School  and  .Junior  College  contemplate  a  course 
in  plant  i)ropagation  and  landscape  gardening  when  we  move  next  year 
to  our  new  site  of  21  acres  in  westei-n  Los  Angeles.  Knowledge  of 
plant  propagation,  acquired  partly  in  classroom  and  laboratory,  and 
partly  in  the  field,  will  not  only  give  fundamental  preparation  for 
success  as  landscape  architects,  but  for  success  as  practical  gardeners, 
nurserymen,  and  farmers.  Such  a  course  will  satisfy  the  demand  for 
a  city  beautiful  and  at  the  same  time  the  equally  insistant  dema"d  for 
lessening  the  high  cost  of  living. 

4.  A  Junior  College  Department  of  Commerce. 

There  is  no  doubt  of  a  demand  for  schools  of  commerce.  The 
cooperation  of  the  Chamber  of  Commerce  and  of  the  other  connnercial 
])odies  will  be  assured,  if  such  a  department  is  formed,  especially  in 
urban  communities.  Such  a  department  could  not  only  train  experts 
in  accounting,  salesmanship  and  business  efficiency,  but  could  graduate 
men  with  an  insight  into  national  problems  of  developing  the  varied 
interests  of  the  country;  with  an  interest  in  the  distribution  of  products 
and  the  conservation  of  resources;  and  with  a  knowledge  of  business 
methods  and  business  conditions,  domestic  and  foreign.  This  course 
w^ould  form  the  basis  of  an  education  for  positions  with  the  federal 
government  and  with  the  foreign  consular  service. 

Before  specialized  courses  are  organized  the  needs  of  the  comnuniity 
should  be  ascertained  by  a  systematic  survey.  Surveys  are  now  being 
made  by  the  state  university,  the  State  Board  of  Education,  the  State 
Teachers  Association,  and  other  bodies.  The  junior  colleges  could 
cooperate  with  these  organizations:  gathering  and  tabulating  statistics 
being  considered  laboratory  work  for  classes  in  political  science, 
economics,  and  sociology. 

T  am  not  convinced  that  the  universities  will  be  able  soon  to  discon- 
tinue their  freshman  and  sophomore  classes,  but  that  there  is  a  possibility 
makes  it  obligatory  upon  us  to  proceed  without  delay  to  secure  the 
cooperation  of  the  commercial,  the  industrial,  and  the  civic  bodies  in 
the  reorganization  of  the  curriculum  of  the  greater  high  school. 

The  result  will  be  an  American  system  of  secondary  education  that 
will  answer  the  needs  of  a  democracy  better  than  a  transplanted 
European  system  that  might  contribute  to  the  creation  of  a  caste  system 
in  America. 


110  PROCEEDINGS   OF    CONVENTION 

THE  CORRELATION  OF  THE  WORK  OF  THE  JUNIOR  COLLEGE 
WITH  SECONDARY  STUDIES. 

F.   S.   IIayukn,  rrhicipal   Citrus   Uuiou   lli;;h   Scliool,  Azusa,  Cal. 

The  correlation  of  junior  college  and  secondary  work  must  be  deter- 
mined on  the  basis  of  what  is  to  be  the  future  relation  of  the  two  phases 
of  work.  In  other  words  we  must  consider  this  question  in  the  light  of 
certain  fundamental  principles  of  education  which  have  received  con- 
siderable attention  in  this  convention,  namely,  the  principles  underlying 
tli(^  reorganization  of  secondary  education. 

We  are  prone  to  think  of  any  new  educational  movement  as  being 
invented  and  propagated  by  educational  leaders.  This,  however,  is  not 
usually  the  case.  There  is  often  a  growing  demand  for  reform  on  the 
part  of  the  people  and  this  demand  is  felt  and  interpreted  by  educa- 
tional leaders.  Tlius  it  has  been  with  the  junior  college.  Many 
parents  recognized  that  tlieir  boys  and  girls  were  graduating  from  the 
high  school  too  young  and  immature  to  send  either  out  into  the  world 
or  on  to  the  universit}'.  Hence  they  kept  their  children  in  high  school 
for  a  fifth  and  often  a  sixth  year,  taking  additional  courses  in  our 
elective  system.  AVhen  such  students  came  up  to  the  university  they 
were  able  to  present,  not  only  the  required  forty-five  entrance  units, 
but  frcm  ten  to  twenty-five  additional  units.  The  university  was 
eventually  called  upon  to  grant  some  credit  for  this  work  which  they 
considerately  did.  The  state  then  added  to  its  statutes  a  law  allowing 
high  schools  to  establish  postgraduate  courses  paralleling  the  first  two 
years  work  at  the  university. 

Simultaneous  with  this  demand  from  the  home  came  the  feeling  on 
the  part  of  leading  educators  that  the  university  was  struggling  with 
a  i)roblem  in  adolescence  which  rightfully  belonged  to  the  secondary 
field  and  the  home.  Dr.  Lange  of  the  University  of  California  says, 
"that  for  the  great  majority  of  boys  and  girls  undergoing  secondary 
school  training,  the  American  four-year  high  school  begins  too  late  and 
ends  too  early.  A  remedial  readjustment,  it  has  been  seen  for  some 
time,  must  consist  in  the  lengthening  for  all  concerned  of  the  course 
for  adolescents."  The  home  had  not  given  the  problem  a  pedagogical 
name.  but.  nevertheless,  the  parents  recognized  the  problem  and  a.sk 
of  the  schools  a  solution.  Tliese  two  movements,  the  one  from  the  home 
and  the  other  from  the  university,  met  just  beyond  the  border  line  of 
tlie  secondary  school  jmd  enlininated  in  the  junior  college. 

Another  demand  whicli  came  from  the  home  in  conjunction  with  this 
movement  was  the  eall  for  elificiency.  Parents  felt  that  their  boys  and 
'jirls,  especially  those  who  were  not  to  go  on  to  tlie  university,  were  not, 
at  tiie  completion  of  their  high  school  work,  a(l(M|uately  prepared  for 
life.     They  were  young  and  their  faculties  not  fully  developed."    Mr. 


CALIFORNIA    IIIGir    SCHOOL    PRINCIPALS. 


m 


Barnett,  iiiaiuial  training'  tcaehor  in  the  Alhaiiihra.  Iii^h  Scliool,  said 
to  me  a  few  days  a^o,  ''There  went  out  from  my  shop  hist  year  a  l)oy 
of  whom  I  am  jnstly  proud.  He  had  spent  six  years  in  tlie  sehool  and 
liad  a  mastery  of  liimself  and  of  liis  mannal  training  work  tliat  will 
make  him  a  success."  There  lias  gone  ont  from  our  commercial  depart- 
ment at  Citrus  Union  High  School  during  the  last  year  or  so,  two  or 
three  students  of  whom  we  might  say  the  same  thing.  They  rounded 
out  their  eonnnercial  work  with  a  year  or  two  of  postgraduate  and 
junior  college  work  and  gained  sufficient  mastery  of  themselves  and  of 
their  work  to  enable  them  to  take  up  and  satisfactorily  fill  positions  of 
responsibility  in  the  community.  Again,  as  in  the  case  of  the 
adolescent  problem,  the  educators  have  treated  this  problem  under  the 
need  for  industrial  education  and  vocational  guidance.  Without 
applying  the  pedagogical  name,  however,  the  home  has  again  voiced  the 
need.  For  these  reasons  it  seems  to  me  that  there  is  need  for  the  junior 
college,  and  that  it  has  a  place  in  the  secondary  field  as  an  upward 
extended  unit  of  the  high  school. 

In  a  recent  "questionnaire"  sent  out  to  several  junior  colleges  I  asked 
two  questions  which  bear  on  this  problem  : 

1.  Estimated  percentage  who  would  not  ha\e  been  able  to  continue 
advanced  work  without  the  junior  college. 

2.  AVhat  benefit  does  the  community  derive  from  your  junior  college? 
Answers  to  the  first  (luestion  are  shown  in  the  following  table : 


Junior  College 

Enrollment 

Question  1 
(per  cent) 

Hollywood         -                                       - -  - 

116 

48 
32 
35 
106 
24 
60 
54 
18 
36 

33 

Fullcrton       _             __             ..--               .           -. 

75 

Santa   Barbara            .  _      .             _      _      -     _     - 

20 

San  Diego                                          -          _               -          _    _      ._  - 

25 

Fresno                                                               -      -        _    _  __ 

75 

Santa   Ana    _                                          -.._                    _._._ 

75 

Chaffey     .          .           .      __      -_          -      .    —        _    .      _.    

25 

Ponoma      _  -             _    .    _               _     __                _  _  _ 

40 

Anaheim                                  ._         - _  .-      - 

85 

Citrus    .-      _  _  -  -    -      _-    .  -- 

75 

Another  phase  of  this  "questionnaire"  which  commends  itself  to  our 
attention  is  the  community  service  being  rendered  by  the  junior  college. 
Tf  an  average  of  45  per  cent,  and  in  some  communities  over  75  per  cent, 
of  our  students  reached  by  this  upward  extension  wxirk  would  have  had 
no  other  opportunity  for  advanced  work  certainly  the  junior  college 
is  filling  a  definite  place  in  community  life.  Another  question  asked 
in  this  questionnaire  was,  "What  benefit  does  the  community  derive 
from  your  junior  college?"  It  may  be  interesting  to  note  replies 
received  on  some  of  the  blanks.  Fullerton  replies  that  the  benefit  to 
the  individual  student  is  a  benefit  to  the  conununity.     San  Diego  says, 

8— 313S1 


112  PROCEEDINGS   OF    CONVENTION 

"We  hope  to  make  the  junior  coHege  a  'continuation  school'  for  the 
community."  Fresno  expresses  the  community  benefit  as  "the  oppor- 
tunity for  a  more  complete  preparation  for  life.  This  enlarges  the 
view  and  raises  the  standard  even  for  those  who  do  not  take  the  longer 
course."  Santa  Ana  points  out  the  financial  saving  of  $500  for  each 
student  per  year  and  the  prestige  given  the  city  by  having  an  institu- 
tion for  advanced  work.  Pomona  says  the  junior  college  affords  an 
opportunity  for  "a  considerable  number  of  young  people  to  continue 
their  school  work  along  college  lines  at  no  other  expense  to  the  home 
than  textbooks  and  similar  incidentals.  It  holds  for  advanced  work  a 
considerable  number  who  might  otherwise  leave  school  and  drift  into 
the  various  lines  of  work,  and  perhaps  away  from  further  thought  of 
continuing  their  school  work.  "Anaheim  says  that  the  junior  college 
gives  education  for  less  money  and  keeps  the  boys  and  girls  at  home  for 
another  two  years.  Chaffey  Union  High  School  calls  our  attention  to 
three  distinct  advantages  of  the  junior  college:  (1)  financial;  a  pro])able 
saving  to  patrons  of  from  $5,000  to  $10,000;  (2)  educational;  greater 
interest  among  students  and  people  generally  in  higher  and  specialized 
education;  (3)  moral;  closer  check  on  young  people  (hiring  their 
adolescence. 

These  replies  indicate  that  the  conception  and  aim  of  the  junior  college 
is  not  primarily  preparation  for  the  university.  Dr.  Lange  says,  "The 
junior  college  will  function  adcfpiately  only  if  its  first  concern  is  with 
those  who  will  go  no  farther,  if  it  meets  local  needs  efficiently,  if  it  turns 
many  away  from  the  university  into  vocations  for  which  training  has 
not  hitherto  been  afforded  by  our  school  system."  If  the  junior  college 
seems  a  little  slow  in  determining  these  needs  we  must  remember  that 
the  high  school  has  not  yet  completely  solved  the  problem.  The  junior, 
college  will  give  an  opportunity^  to  round  out  and  complete  nmch  of  the 
work  of  the  high  school.  To  this  end  continuation  courses  in  agricul- 
ture, industrial  arts,  commerce,  household  economics,  and  food  chemistry 
.should  be  introduced.  Fifty  per  cent,  at  least,  of  our  students  at 
Citrus  are  interested  in  courses  that  will  in  some  way  function  in  their 
immediate  community  life.  This  does  not  mean  that  the  course  needs 
to  promise  immediate  financial  return  in  some  community  profession. 
If  it  enriches  the  life  of  the  community  through  the  student  it  has 
given  its  contribution.  We  have  in  our  junior  college  several  normal 
graduates  who  are  rounding  out  their  normal  training  with  a  course 
in  economics,  or  music,  or  English,  or  household  chemistry.  Last  year 
one  mother  who  had  two  daughters  in  the  high  school  was  taking 
English,  art,  economics  and  household  chemistry.  Several  adults  from 
the  community  are  taking  language,  nuisic,  art,  commercial  work, 
surveying,  English  and  economics. 


CALIFORNIA   HIGH    SCHOOL   PRINCIPALS.  113 

The  courses  of  study  in  several  of  our  junior  colleges  sliow  an  attempt 
to  meet  this  problem  of  social  efficiency.  IloUyvvooci  oft'ers  a  course  in 
physics  and  bacteriology  of  the  home,  another  on  general  botany. 
Fullerton  offers  a  course  in  history  of  the  last  century'.  Our  courses  at 
Citrus  in  economics,  psychology,  English,  surveying  and  chemistry  we 
consider  very  practical  courses.  And  yet,  all  of  this  is  but  a  promise 
of  what  must  be.  As  in  the  high  school  the  old  order  must  change, 
giving  place  to  new.  In  a  pamphlet  sent  out  by  Commissioner  Claxton 
last  year  the  question  was  asked,  "What  are  you  doing  in  the  way  of 
high  school  extension  work?"  This  is  a  question  for  the  junior  college 
to  answer.  The  university  has  been  boldly  struggling  with  the  problem 
of  extension  work  in  spite  of  the  handicap  of  distance  and  community 
initiative.  The  junior  college  has  an  immediate  community  touch,  and 
with  the  inspiration  of  the  university  from  above  should  be  a  great 
agency  for  social  w^elfare.  In  a  recent  letter  received  from  a  city 
superintendent  in  southern  C'alifornia  regarding  a  certain  teacher  the 
question  was  asked,  "Has  she  any  community  interest?"  Practically 
every  blank  for  rating  teachers  at  present  takes  this  community  value 
into  consideration.  What  is  the  purport  of  this?  It  means  that  a 
teacher  with  community  interest  can  relate  her  work  to  the  community 
life  without  which  the  work  stands  as  an  isolated  unit.  Our  civics  and 
economics  teacher  has  had  his  studoits  working  on  several  charts  of 
city  government,  local  labor  and  agricultural  conditions.  Our  mathe- 
matics classes  have  carried  their  study  of  graphs  to  a  practical  end  by 
working  out  comparative  studies  of  athletic  and  scholarship  records 
and  of  gas  and  electric  rates.  Even  a  teacher  of  the  classics  can  better 
relate  the  lessons  of  Greek  and  Roman  civilization  to  modern  life  if  she 
is  an  active  part  of  that  life.  History  and  language  and  English  and 
every  other  subject  that  delves  into  the  treasures  of  the  past  is  of  no 
great  value  unless  it  throws  some  light  on  the  problems  of  the  future. 
Our  young  people  must  dream  dreams  and  then  must  see  some  possible 
practical  realization,  in  part  at  least,  of  these  dreams. 

This  emphasis  upon  the  community  obligation  of  the  junior  college 
may  seem  to  imply  that  the  business  of  preparing  for  the  university 
should  receive  little  consideration.  Not  at  all.  We  have  in  recent 
years  reversed  the  old  maxim  that  used  to  read:  "AAHiat  prepares  for 
the  university  prepares  for  life,"  to  read,  "What  prepares  for  life 
prepares  for  the  university,"  for  if  the  university  does  not  prepare 
for  life  what  planet  or  world  does  it  prepare  for  ?  Our  old  theory  of 
"mental  discipline,"  thank  goodness,  has  exploded.  If  a  child  must 
have  mental  culture  we  feel  that  he  can  get  it  just  as  thoroughly  and 
just  as  nobly  from  a  well-organized  course  in  agriculture  or  household 
chemistry  or  community  civics  as  in  some  dead  subject  taught  under 


114:  PROCEEDINGS   OF    CONVENTION 

the  old  cultural  spirit.     I  do  not  mean  that  we  need  to  throw  out  tiie 
classics   or   mathematics.     Tlicy   can   he   taught   in   tlie   new   spirit   of 

education. 

"Yet.  I  doubt  not  thro"  the  aj;es  one  increasing  purijose  runs, 
And  the  tlionjjhts  of  men  are  widened  with  tlie  process  of  the  suns." 

I  mean  that  the  99  per  cent  who  never  receive  a  college  degree  will 
go  much  farther  in  their  educational  work  if  we  take  the  every-day 
materials  with  Avhich  they  work  and  weave  them  into  a  science  wliich 
will  enable  and  enrich  life.  The  universities  have  recognized  on  their 
entrance  lists  such  subjects  just  as  rapidly  as  the  secondary  school  has 
proved  their  educational  worth.  They  will  do  the  same  in  the  case  of 
the  junior  college. 

]\Iany  subjects,  however,  will  aim  only  to  round  out  the  high  school 
student's  education  and  give  it  vocational  completeness.  The  city  of 
Chicago  is  recognizing  this  mission  of  the  junior  college  by  adding  to 
their  great  Lane  Technical' High  School  a  continuation  course  of  two 
years  "to  give  the  stu.dent,"  in  the  words  of  their  Junior  College 
Bulletin,  "that  training  wliich  will  enable  him  to  meet  practical 
problems,  or  to  pursue  courses  of  advanced  character  in  other 
institutions." 

In  view  of  these  problems  and  advantages  which  attach  themselves  to 
the  junior  college  I  do  not  see  how  it  can  ever  properly  relate  itself  to 
the  great  work  of  education  except  as  an  integral  part  of  the  high 
school. 

I  believe  the  junior  college  has  a  future  as  a  part  of  the  great  scheme 
of  secondary  education.  It  has  found  its  place  as  an  upward  extension 
of  the  high  school.  It  has  passed  the  experimental  stage  in  California 
and  has  received  the  sanction  of  the  high  school,  the  normal,  the  college 
and  the  university.  If  the  educational  system  can  be  so  organized  as 
to  fit  the  physiological  and  psychological  changes  in  the  life  of  the 
child;  if  the  materials  in  our  educational  laboratory  can  be  so  selected 
and  taught  as  to  be  alive  and  vital,  and  then  if  the  child  with  his 
education  can  be  properly  related  to  his  community  we  shall  be  working 
toward  the  golden  era  of  citizenship  and  democracy. 


CALIFORNIA    HIGH    SCHOOL    PRINCIPALS.  115 

CLASS  AND  STUDENT  BODY  FINANCES. 

C.    L.   BiEDENBACH^  Principal   Berlieley   Higli   Scliool. 

When  one  thinks  of  the  many  serious  duties  of  a  hiij:h  school  principal 
it  may  seem  absurd  to  expect  him  to  give  much  consideration  to  a 
subject  that  is  so  lacking  in  dignity  as  class  and  student  body  finances : 
and,  were  these  matters  only  what  they  appear  to  be  on  the  surface,  it 
might  be  justifiable  to  let  them  go  with  only  an  occasional  inspection. 
There  is  so  much  involved  in  these  money  affairs,  however,  that  a  school 
does  not  do  its  whole  duty  hy  its  students  unless  the  authorities  exercise 
complete  supervision  over  these  transactions.  In  fact,  the  real  life, 
the  moral  and  spiritual  life  of  the  school  is  at  stake.  We  all  agree 
tliat  the  morals  of  the  young  people  are  far  more  important  than  their 
intellectual  development.  We  are  in  the  habit  of  saying  that  charac- 
ter building  is  the  real  business  of  the  school,  and  yet  we  go  on  laying 
stress  upon  courses  of  study,  preparation  for  university  entrance  and 
such  things,  and  give  little  serious  attention  to  the  money  transactions 
of  our  students,  failing  to  realize  that  the  whole  question  of  honesty  in 
personal  and  pulilic  life  is  involved.  In  many  schools  graft  is  as  fully 
organized  among  the  pupils,  and  cliques  and  special  groui)s  control 
the  student  finances  for  their  own  benefit  as  completely  as  their  elders 
do  in  the  most  graft-ridden  community.  Such  institutions  are  breeders 
of  civic  dishonesty,  but  the  principal  does  not  know  it,  because  he  is 
too  busy  with  other  problems.  Probably  he  believes  in  student  control 
and  conscientiously  thinks  that  he  is  helping  to  develop  the  right  kind 
of  individuality  by  allowing  his  pupils  to  work  out  their  own  salvation. 
He  assumes  that  these  young  people  will  soon  take  the  place  of  their 
elders  in  the  community  and,  therefore,  sliould  ])e  allowed  to  do  things 
while  in  school  as  they  are  being  done  in  the  outer  world.  This  course 
will  train  them  to  take  independent  control  when  their  turn  comes. 
Were  it  not  for  the  inherent  desire  of  the  human  race  to  make  progress 
in  things  governmental  and  social,  this  would  be  good  philosophy.  But 
the  supporters  of  this  theory  forgot  that  the  schools  are  not  meant 
merely  to  initiate  what  already  exists  in  the  community,  whether  it  be 
good  or  bad,  but  that  it  is  their  purpose  to  train  each  generation  of 
pupils  in  such  a  way  that  it  will  be  better  than  its  predecessors,  and, 
therefore,  able  to  carry  along  a  little  farther  the  story  of  human 
progress.  To  do  this  pupils  can  not  be  left  to  do  as  they  please.  They 
must  be  trained,  and  that  means  control.  To  my  mind,  there  are  no 
problems  in  the  management  of  a  school  which  are  so  worthy  of  the  close 
personal  supervision  of  the  principal  as  those  which  concern  the  private 
and  social  hone-sty  of  the  pupils  as  individuals  and  as  a  body. 

I  do  not  like  to  mention  personal  experiences,  and  still  less  do  I 
fancy  speaking  in  public  about  the  affairs  of  any  particular  school,  but 


I 


116  PROCEEDINGS   OF    CONVENTION 

since  my  address  will  be  of  very  little  value  if  it  eoneerns  itself  only 
with  jrcnt'ralities.  T  find  myself  forced  to  do  so.  When  I  was  placed  in 
charge  of  one  of  the  larger  high  schools.  I  found  that  the  students  had 
been  allowed  to  enter,  independently,  into  all  sorts  of  financial  transac- 
tions among  themselves  and  with  the  outside  public,  and  that  they  wei(> 
handling  the  money  involved  according  to  the  ideas  of  right  and  wrong 
wliich  they  had  gained  from  t-xperience  with  the  worst  side  of  com- 
mercial life  which,  unfortunately,  is  tlie  side  usually  presented  to  them 
by  those  petty  young  business  men  who  seek  their  trade.  The  public 
and  the  school  community  had  become  suspicious  of  the  methods 
employed  and  all  sorts  of  ugly  stories  were  afloat.  For  that  reason 
things  were  in  a  very  chaotic  condition.  In  order  to  get  at  the  real 
facts  of  the  case  it  seemed  best  not  to  make  too  radical  changes  at  once, 
but  to  follow  a  policy  of  watchful  waiting  and  curb  only  flagrant  mis- 
deeds for  a  time.  It  soon  became  evident  that  individual  students, 
backed  by  so-called  clubs,  which  had  all  the  earmarks  of  secret  societies. 
were  involved  in  money  transactions  of  considerable  magnitude,  which 
were  intended,  ultimately,  in  one  way  or  another,  to  result  in  their  own 
l)ersonal  gain  or  that  of  their  supporters.  It  is  not  necessary  to  assert 
or  to  assume  that  individuals  were  stealing  money.  It  is  enough  for 
our  purpose  to  know  that  individuals  and  the  clubs  which  they  repre- 
sented received  the  benefit  of  the  money  collected  and  spent,  and  not 
the  school  community  as  a  whole.  For  instance,  dances  were  held  cost- 
ing hundreds  of  dollars,  which  were  attended  by  only  one-fourth  of  the 
members  of  the  class  which  paid  the  money,  and  by  three  or  four  times 
that  number  of  outsiders  who  were  the  personal  friends  of  the  small 
percentage  of  the  class  which  did  the  inviting.  Again,  sums  of  money 
running  into  the  hundreds  of  dollars  were  spent  for  golden  souvenirs 
and  dinners  given  to  athletic  teams.  It  was  plainly  apparent  that  a 
favored  few  were  getting  all  the  plums.  But.  strange  to  say,  special 
jtrivilege  had  become  so  fortified  in  the  school  that  the  rank  and  file 
of  the  students  believed  tliat  this  was  the  necessary  and  proper  manner 
of  j-unning  things,  and  a])i)eared  quite  willing  to  part  with  their  money 
at  tlie  demand  of  the  leaders  in  order  that  the  superior  minority  could 
enjoy  life  at  the  expense  of  the  common  lieid.  It  had  become  accepted 
as  the  natural  order  of  things.  l)ecause  it  was  contiiuially  handed  out 
as  the  proper  caper,  by  the  jtowerful  few.  W  one  of  tiu'  mob  wanted 
to  get  a  share  of  the  spoils,  the  thing  to  do  was  to  get  into  the  fight  and 
organi/e  a  clique  of  his  own.     Only  tli<'  schemers  could  win. 

This  altitude  is  ciiaractei-i.stic  of  many  student  bodies,  and  f  rcspect- 
fiilly  snhmit  that  it  is  most  unw  Imlesome.  While  the  students  may  thus 
get  a  correct  idea  of  iiioderji  business  life,  it  is  certainly  not  right  for 
sciiool  authorities  to  allow   this  condition  to  prevail  in  their  si-lio<i]s  ;md 


CALIFORNr.V    IIIGII;    SCHOOL   PRINCIPALS.  117 

thus  to  trniii  tlicir  i)ui)ils  in  llic  Ihou^'lit  tliat  it  is  tlic  proper  one.  The 
school  must  be  kept  clean,  no  matter  what  the  community  may  be. 
And  when  the  right  sort  of  life  becomes  the  rule  in  the  school,  and  in 
the  colleges  and  universities,  we  may  expect,  in  time,  to  have  the  same 
kind  of  life  among  adults.  It  would  1)e  useless  to  speculate  on  these 
matters  were  it  not  for  the  fact  tliat  it  is  entirely  possible  to  obtain  this 
condition  of  things  in  the  schools.  In  fact,  when  we  do  not,  it  is  hardly 
too  much  to  say  that  the  fault  lies  with  the  authorities  rather  than  with 
the  students.  Pupils  prefer  a  well  organized  and  well  controlled  school 
and  a  thoroughly  honest  and  democratic  administration  of  their  affairs 
when  once  they  have  experienced  the  benefits  that  accrue  to  them  from 
such  management.  Of  course  there  will  always  be  protests  when  the 
privileges  of  the  few  are  taken  away,  and  these  protests  will  be  uttered 
in  such  a  specious  and  insidious  manner  than  even  the  best  element  of 
the  school  and  the  community  will  be  influenced  for  a  time.  But  it  will 
not  take  long  for  the  truth  to  make  itself  felt.  Gradually,  good  order  will 
come  out  of  chaos,  peace  and  tranquility  will  take  the  place  of  feverish 
restlessness,  and  a  square  deal  for  everybody  will  supplant  individual 
greed  and  selfishness.  AVhen  the  principle  of  unselfish  cooperation  is 
established,  then  it  will  be  possible  to  allow  students  all  the  freedom  of 
action  which  they  are  capable  of.  There  need  be  no  lack  of  individual 
initiative,  business  training,  or  independent  thinking,  merely  because 
these  have  to  be  conducted  along  right  lines.  In  fact,  there  is  more 
real  personal,  independent  activity  where  all  business  is  transacted  in 
the  open,  since  no  one  has  anything  to  conceal ;  when  all  are  working  for 
the  common  good,  and  each  can,  therefore,  give  his  undivided  attenti(m 
to  learning  how  to  do  things  correctly. 

In  order  to  show  definitely  the  change  in  affairs  after  the  school 
authorities  assumed  control  of  all  class  and  student  body  financas,  I 
have  prepared  a  comparative  statement  of  the  senior  class  and  student 
body  receipts  and  expenditures  extending  over  a  period  of  four  years. 
It  reveals  a  great  man}-  very  interesting  facts. 


118 


PROCEEDINGS   OF    CONVENTION 


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\-2-2  I'KOCEKUINGS   01-'    C'ONMOXTIOX 

Wlu-n  it  hiul  hi'coine  evident,  in  the  sehool  that  1  am  speaking  of.  that 
a  detinite  announcement  of  tlie  respon.sil)ility  of  tiie  principal  for  llif 
management  of  seliool  tinances  was  necessary,  the  Board  of  Education 
passed  a  rule  forbidding  all  selling  of  tickets,  collections,  and  expendi- 
tures of  money  by  individuals,  classes,  or  organizations  in  the  sehool 
unh'ss  under  the  direct  control  of  the  principal  or  .some  teacher  dele- 
gated l)y  him.  While  this  power  is  always  implied,  and  while  it  is  very 
ea.sy  to  exercise  when  it  is  once  the  cu.stom  of  a  school,  it  can  readily 
be  seen  that  when  it  lias  become  a  habit  for  students  to  do  as  they  please 
in  the  matter  of  handling  school  money,  it  will  be  very  hard  to  convince 
them  that  a  mere  principal  has  the  right  to  tell  them  what  money  they 
sliall  collect  and  what  they  shall  do  with  it  after  it  has  been  collected, 
board  rule  or  no  board  rnle.  It  is  difficult  for  them  to  see  that  anyone 
has  the  right  to  suggest  to  them  "what  they  shall  do  with  their  own 
money."  as  they  phra.se  it.  And  it  is  next  to  impossible  for  them  to 
understand  that  after  they  have  been  allowed  to  collect  money  for  a 
definite  purpose,  that  that  money  becomes  a  special  fund  which  can  l)e 
u.sed  for  the  specified  purpose  only,  and  then  strictly  in  accordance 
with  the  rules  laid  down  for  its  disbursement.  Yet,  this  is  the  founda- 
tion upon  which  all  successful  management  of  funds  raised  by  .students 
must  rest.  All  collections  and  all  expenditures  must  be  authorized 
beforehand,  and  only  after  a  full  understanding  of  the  merits  of  each 
case.  A  budget  must  always  l)e  prepared.  The  principal  of  the  school 
mu>t  be  the  legal  and  moral  trustee  of  all  .school  funds  and  nnist  hold 
himself  strictly  responsil)le. 

Before  the  pa.ssage  of  the  I'uh-  just  referred  to.  the  finances  of  the 
school  were  always  tangled.  .Money  was  wasted,  funds  were  exhausted, 
bills  were  left  unpaid,  becoming  part  of  the  inheritance  of  future 
classes,  and  nmch  money  was  never  accounted  for.  After  the  rule 
•was  passed  a  system  of  control  centering  in  the  commercial  department 
was  inaugurated,  and  soon  all  of  these  troid)les  disappeared.  There 
are  now  no  longer  any  deficits,  unknown  bills,  unauthorized  purchases, 
di.ssatisfied  uicn-hant.s.  fraud  or  graft.  This  is  due  to  the  fact  that  no 
expenses  of  any  kind  can  be  incurred  for  anything  purchased  in  con- 
nection with  any  .student  affair  without  previous  written  authorization, 
signed  by  the  pi-ison  authorized  by  the  principal  of  the  school.  There 
has  been  no  reduction  in  the  innnber  of  .school  activities;  on  the  con- 
trary, these  have  increased,  until  now  nearly  all  of  the  students  take 
part  in  soiiiethiug.  On  ihe  other  hand,  expen.se.s  have  been  very  nmch 
decreased  and  mon-  is  obtained  for  the  amount  spent.  As  I  related 
before,  a  class  pai'ty  four  yeai's  ago.  which  was  atteiuled  almost  alto- 
gether- by  onlsidei's.  cost  ^'H)i.  The  pr-eseiit  liiiih  senior  class  has  held, 
(hiring  this  term,  two  such   parties,  attended  only  by  members  of  their 


CALIFORNIA    lIKill    SCllOOI.    PRINCIPALS.  12:^ 

own  chiss,  wliicli  to^etlu'r  cost  .+47. .■)").  The  class  four  ycrirs  a^'o  spent 
^1^448.75  on  a  play  which  was  not  nearly  as  successful  from  an  artistic 
stantlpoint  as  the  one  presented  this  term,  which  cost  $198.82.  The 
student  hoard  of  control,  which  was  in  existence  four  years  ago,  spent 
$849.90  on  the  school  football  team,  whereas  the  expenses  of  the  present 
team  which,  by  the  way,  won  the  state  championship,  were  $212.  Stu- 
dent dues  four  years  i\<xo  were  $2  a  ycai",  and  did  not  secure  to  the 
students  the  privilege  of  attending  intei'school  games,  whereas  the 
present  dues  are  $1  a  year  and  entitle  students  to  attend  all  games. 
(Uass  graduating  assessments  used  to  run  as  high  as  $5,  and  once 
reached  $7.50,  whereas  now  the  dues  are  limited  to  50  cents  and  secure 
to  the  graduates  the  enjoyment  of  just  as  many  functions. 

The  management  of  class  finances  has  been  reduced  to  a  very  simi)le 
system.  After  the  senior  class  is  organized,  the  officers  consult  with 
the  vice  principal,  who  is  the  senior  adviser,  and  outline  their  plans 
for  the  year.  This  generally  includes  the  production  of  a  senior  play 
which,  under  the  present  system  of  management,  always  produces  a 
surplus,  and  one  or  two  dances  held  in  the  school  gymnasium.  Each 
class  expects  to  make  a  gift  to  the  school,  whose  money  value  is  depend- 
ent upon  the  money  earned  from  the  play.  As  soon  as- the  officers  are 
elected  a  budget  is  prepared  and  this  becomes  the  basis  upon  which  the 
necessary  class  assessment  and  expenditures  are  determined.  Official 
receipt  books  are  furnished  to  the  class  treasurer  by  the  school  auditor, 
who  is  the  head  teacher  of  the  commercial  department.  All  receipts 
and  receipt  books  are  numbered  and  must  be  returned  to  the  auditor, 
and  must  agree  with  the  deposits.  Since  the  establishment  of  this  rule 
three  and  one-half  years  ago  no  books  have  been  lost  and  no  mistakes 
have  been  made  wdiich  have  not  been  easily  corrected  when  the  books 
were  properly  checked.  There  has  been  no  dishonesty  and  no 
extravagance. 

Student  body  finances  are  handled  in  the  same  way.  There  being 
more  at  stake,  the  principal  of  the  school  takes  the  matter  up  personally. 
It  is  his  custom  to  hold  a  meeting  at  the  opening  of  each  term  witli  the 
student  board  of  control,  the  school  auditor,  and  other  teachers  who 
are  especially  assigned  as  advisers  for  particular  activities.  At  this 
meeting  the  contemplated  activities  for  the  term,  the  amount  of  money 
on  hand,  and  the  money  expected  from  dues  and  other  sources,  are 
fully  discussed.  A  budget  is  then  prepared,  based  on  the  amount  of 
money  in  sight  and  the  estimated  expenditures  for  the  different  activi- 
ties. Policies  are  outlined  in  general  terms  only,  so  that  ample  oppor- 
tunity is  left  for  the  exercise  of  individual  initiative  on  the  part  of 
the  student  officials.  For  instance,  a  definite  sum  is  agreed  upon  for 
certain  general  activities.     It  is  then  their  privilege,  at  their  regular 


124  PROCEEDINGS   OF    CONVENTION 

meetings,  to  apportion  from  this  larirtM-  fmul  to  the  special  activities 
whieli  eonie  un(h'r  tliis  lieacl.  They  also  attend  to  all  of  the  nnilti- 
tudinous  details  of  maiia«renu'nt  whieh  are  necessary  to  make  their 
work  effective. 

Student  body  cards  are  issued  from  the  auditor's  oflfiee  and  sold  to 
the  students  through  tlieir  advisoi-y  teachers.  The  money  is  turned 
into  the  school  treasury,  which  is  under  the  supervision  of  the  head  of 
the  commercial  department.  No  money  can  he  paid  out  of  this  treasury 
except  for  purchases  made  or  services  rendered,  upon  the  written 
authorization  of  the  person  in  charge  of  the  particular  activity  con- 
cerned. A  triplicate  system  is  in  use.  The  authorization  is  handed 
t(t  the  student,  whose  business  it  is  to  make  the  purchase,  and  a  dupli- 
cate is  filed  with  the  auditor,  who  then  has  it  in  hand  when  he  receives 
from  tile  merchant  the  original  authorization  accompanied  by  his  bill. 
Tile  third  slip  is  kept  for  reference  by  the  person  who  had  authority  to 
issue  the  authorization.  In  this  way  no  unauthorized  purchases  can 
be  made  and  no  mistakes  can  occur  which  can  not  easily  be  rectified. 
This  method  of  tinanciug  the  associated  students  has  done  away  with 
the  financial  troubles  of  that  body  altogether.  Although  tiie  dues  havb 
been  cut  in  half,  there  is  always  enough  money  for  all  necessary  activi- 
ties and  there  is  usually  a  surplus  on  hand  to  use  for  other  worthy 
purposes.  At  the  beginning  of  the  present  term,  for  example,  a  surplus 
of  $450  dollars  was  used  to  help  establish  a  printing  department  in  the 
school.  There  is  also  money  enough  to  help  finance  the  student  publi- 
cations such  as  the  011a  Podrida,  the  school  semiannual  magazine. 
Three  hundred  dollars  is  devoted  to  this  purpose  each  term.  This  is 
done  in  order  that  the  book  may  be  published  without  advertisements. 
The  school  publications  are  also  handled  under  the  supervision  of  the 
school  auditor.  All  contracts  and  receipts  are  official  and  all  deposits 
are  made  in  the  school  treasury.  Under  former  conditions,  when  .stu- 
dents made  arrangements  with  advertisers  as  they  saw  fit,  encouraged 
"trade  ads"  and  collected  without  reporting  to  anyone,  there  were 
continual  charges  of  graft  and  stealing.  Under  the  present  system  all 
money  transactions  go  through  the  proper  channels,  and  there  is  no 
chance  for  any  irregularity.  As  a  result  the  papers  always  make  a 
profit. 

As  an  important  incidental  result  of  handling  the  class  and  student 
body  finances  in  this  way,  mention  should  be  made  of  the  benefits 
accruing  to  the  students  of  the  commercial  department.  Not  only  do 
they  have  the  opportunity  of  handling  real  money,  but  they  also  learn 
how  to  do  l)usiness  in  a  businesslike  way.  Since  they  are  working  with 
familiar  things  in  which  they  have  a  personal  interest,  and  all  the 
transactions  are  fully  within  their  comprehension,  their  work  is  as  real 


CALIFORNIA    lIKill    SCIIOOI.    I'KINCIPALR.  125 

to  them  as  tlieir  future  ])usiiics.s  litV;  will  bo.  In  fact,  it  is  the  sam.- 
thing,  because  they  are  transacting  tlicir  own  l)nsiness  now,  and  it 
behooves  them  to  make  a  success  of  it.  They  can  no  more  afford  to 
make  a  failure  than  can  the  merchant  in  his  store. 

As  I  have  been  outlining  the  difference  in  the  school  under  the  \w\U-y 
of  license  and  under  that  of  controlled  liberty,  it  must  have  l)eeome 
evident  that  a  complete  transformation  has  been  accomplished.  High 
ideals  have  been  established  where  formerly  there  were  none.  Devotion 
to  the  school  and  class  loyalty  have  taken  the  place  of  petty  personal 
selfishness.  This  appears  in  all  of  the  affairs  which  take  place  in  the 
school.  There  is  no  longer  the  spectacle  of  one  faction  w^arring  against 
another  to  gain  support  for  some  function  which  that  faction  is  inter- 
ested in.  Now  the  whole  school  unites  to  make  a  success  of  everything 
which  the  school  endorses,  whether  it  be  a  senior  show,  a  freshman 
reception,  or  an  exhibition  of  the  arts  and  crafts  departments.  This 
spirit  of  devotion  to  the  community  w^elfare  is  bound  to  have  its  effect 
upon  the  individual  lives  of  all  those  who  are  fortunate  enough  to  come 
under  its  influence.  Is  it  too  much  to  say  that  each  one  of  them  will 
carry  out  into  the  future  an  ideal  of  civic  honesty  which  will  have  an 
effect  upon  every  part  of  life  which  he  touches?  Is  it  not  easy  to  see 
how  far-reaching  would  be  the  effect  of  a  generation  of  students  thus 
trained?  Truly,  fellow  principals,  here  is  a  topic  worthy  of  our  most 
serious  consideration. 


12C)  PROCEEDINGS   OP    CONVEXTION 

STUDENT  BODY  AND  CLASS  FINANCES. 

F.    r.    Tayiaih.   I'rimiiial   Cirls'    IliKli   ScIkhiI,    Rixcrside. 

Does  it  Ofciu-  to  you  sonunvlial  iini(iiu'  tliat  tliis  siilj.icct  sliould  be 
called  upon  to  take  your  attention  whieh  should  and  ean  only  he  eon- 
eentrated  on  the  most  vital  subjects  concei-ning  secondary  educati(m? 

I  haven't  the  slightest  doubt  ))ut  liiat  back  of  this  will  be  found  the 
ever-ready  impulse  of  public  incjuiry. 

In  our  own  high  school  days  there  were  no  student  body  finances  to 
worry  the  principal.  Our  football  team  bought  its  own  suits,  paid  its 
own  way,  and  who  ever  heard  of  an  accounting  of  gate  receipts.'  And 
so  it  was  with  the  other  organizations. 

Student  body  finance  of  today  is  a  very  different  (luestion.  a  question 
which  insistingly  demands  attention — a  question  which  is  the  product 
of  the  developing  cosmopolitan  high  school — a  question  which  every 
high  school  principal  must  concern  himself  with,  inasmuch  as  he  is 
personally  responsi])le  to  tlio  parents,  to  the  student,  and  to  tlie  Hoard 
of  Education. 

Were  we  to  take  a  census  of  tlie  pi'incii)als  present.  1  have  no  doubt 
but  that  50  per  cent  would  declare  that  they  have  tackled  this  proposi- 
tion and  solved  it  more  or  less  to  their  satisfaction.  Others  of  us  have 
allowed  the  student  finances  to  grow  u\)  like  Topsy,  healthy  and  vigor- 
ous, but  with  no  sense  of  responsibility. 

We  shall  discuss  this  question  briefly  from  two  points  of  view — first, 
the  parents'  and  second  from  the  students'. 

Everything  in  the  universe  that  has  speed  enough  to  damage  itself, 
has  to  have  some  sort  of  liraking  system.  The  powerful  ])rake  on  the 
high  school  spocdcr  is  public  opinion.  So  far.  this  brake  has  been 
applied  with  the  best  of  intenticm  and  consideration.  It  is  up  to  each 
of  us  as  principals  to  see  that  student  finances  do  not  ])econu^  too  steep 
a  grade,  causing  the  public  brake  to  grip  and  burn. 

The  objecting  parent  w^e  have  always  had  and  will  always  have,  and 
it  is  an  apparent  necessity  not  to  be  lightly  treated.  Like  other  parents, 
they  have  their  rights  in  determining  the  (juestion  under  discussion. 

The  vital  and  important  question  for  each  principal  to  decide  is: 
"What  is  a  just  per  capita  ta.x  pei-  year  for  student  body  and  class 
activities  in  my  .school."  That  per  capita  tax  will  vary  with  tlie  local 
condition  of  his  community,  all  the  way  fioni  50  cents  to  $:i  and  also 
up.')n  the  needs  of  his  particular  school.  To  repeat,  this  is  the  first  and 
j)i'imal  point  to  decide  befoi'e  student  body  finances  can  be  settled  in 
any  school.  And  furtlicniiorc.  it  sliould  not  l)e  left  to  precedent  or 
custoiii.  as  tiicse  may  be  wi'oiig,  but  a  definite  survey  made  to  determine 
the  correct  amount.  Wlici-e  it  is  possible  to  do  without  any  direct  tax, 
then  the  indirect  tax  should  be  soU'ed   in  a  similar  manner. 


CAI.TPORNTA    THOTT    SCHOOL    TRIXCTP.M.S.  127 

The  second  vit;il  jxiiiil  is.  Iluil  (iiice  Ihis  i>oi'-e;i|)ilii  l;ix  is  fixed,  it 
should  I'eiiiniii  ])i';iet  ieally  st;i1  ionai'v  t"roiii  year  to  yeai-.  iitdess  it  can  lie 
sliown,  iirst,  Ihat  tlie  wealth  of  the  eonumiiiity  wai'i-aiits  an  iiKu-ease; 
and,  second,  if  that  bo  tlie  case,  that  there  l)e  a  justifiable  demand  for 
a  new  enterprise  requiring-  an  increase  in  the  per  capita  tax. 

The  principal  who  has  the  statistics  to  prove  to  the  irate  parent  that 
his  child  is  not  paying  more  today  than  those  of  some  years  back,  will 
liave  an  unanswerable  argument  and  will  fully  justify  himself.  We 
believe  that  the  per  capita  tax,  strictl}'  adhered  to,  will  satisfy  both 
parents  and  public,  and  so  is  prol)ably  correct  from  a  financial  point 
of  view. 

Now  from  the  student  point  of  view : 

AVe  Avill  premise  our  suggestions  on  this  question  with  these  two 
probable  truths. 

First — That  the  high  school  students'  judgment  on  financial  matters 
is  not  altogether  reliable. 

Second — That  the  American  high  school  youth  will  not  attend  to 
business  matters  in  a  businesslike  way  unless  pressure  is  brought  to 
bear  upon  him. 

While  the  desire  to  outshine  and  outdo  his  predecessor  in  class, 
athletic  or  entertainment  activities  is  laudal)le  and  should  be  encouraged 
in  a  sane  way,  yet  from  a  financial  point  of  view  the  principal  will 
always  have  to  curb  this  tendency. 

Student  body  and  class  finances  are  a  vital  factor  in  our  present  day 
modern  high  school,  and  we  are  failing  in  our  duty  if  we  are  neglecting 
this  one  practical  means  of  educating  our  youth  to  become  better 
citizens. 

There  are  no  two  ways  of  handling  financial  matters  in  a  businesslike 
way.  Business  methods  are  cut  and  dried,  and  its  only  variation  is  its 
application  to  simple  or  more  complex  conditions. 

The  following  suggestions  of  handling  student  body  and  class  finances 
may  be  modified  to  suit  the  needs  of  the  small  or  large  school  and  will 
fit  any  student  body  organization : 

First — The  principal,  the  responsible  head,  must  be  the  final  arbiter 
as  to  expenditure  and  assessments. 

Second — There  should  be  an  auditing  committee,  one  of  which  is  a 
teacher,  whose  duty  it  is  to  authorize  all  proposed  expenditures  and  to 
audit  all  bills  and  books,  both  of  student  body  and  classes. 

Third — It  is  preferable  to  have  one  treasurer  for  all  organizations, 
including  classes,  who  shall  keep  a  ledger  showing  the  accounts  as  they 
stand  for  each  organization  from  month  to  month.  Whether  there  be 
one  or  more  treasurers,  all  should  be  under  the  direct  supervision  of 
the  commercial  department,  in  order  that  the  books  shall  be  kept  in  a 

9—31381 


128  PROCEEDINGS   OF    CONVENTION 

hiisiiu-sslike  \v;iy.  Tlui  trcjisiii-cr  should  ])<iy  no  l)ili  unless  O.  KM  by 
tlic  auditing:  coniniittee  in  writing. 

fiiurth — No  organization  shonld  W  allowed  to  go  into  debt  and  no 
assessment  should  be  levied  unless  it  be  for  a  definite  purpose. 

h'ifih — Tliere  should  be  printed  purchasing  blanks.  These  should  be 
niaile  out  in  duplicate  by  the  managers  of  the  various  organizations, 
giving  thereon  a  description  and  cost  of  the  needed  article.  After 
being  O.  KM  by  the  auditing  committee,  one  should  ix'  retained  by 
the  treasurer  and  the  other  given  to  the  meivhant,  by  the  manager, 
when  obtaining  the  article.  When  llic  bill  is  sent  to  the  treasurer,  he 
will  make  out  bis  check,  obtain  the  rcccii)tt'd  bill,  aiul  file  same  with 
the  duj)licate  order  blank,  completing  the  transaction.  I>y  this  plan 
both  the  business  man  and  the  school  are  protected. 

^ixt], — All  tickets  should  l)e  iiuiiil)ci'ed  and  none  should  be  given 
out  without  a  receipt.  Tickets  received  at  the  door  shcmld  l)e  partially 
destroyed,  but  retained  for  checking  up. 

Seventh — No  money  should  ])e  collected  without  giving  an  official 
receipt,  the  stul)  of  which  should  be  accounted  for  to  the  auditing 
connnittee. 

I  liave  not  gone  into  the  details  of  bookkeeping  or  of  instructions  to 
students,  purposely  leaving  this  to  your  connnercial  department. 

It  is  safe  to  say  that  without  .some  such  gi^ieral  system  as  this,  no 
princijial  will  ever  feel  that  his  student  l)()d\-  and  class  finances  are 
properly  administered. 

Aside  from  the  satisfaction  of  always  being  able  to  answer  to  tliose 
in  authority,  the  pi-incijjal  will  have  the  added  satisfaction  of  knowing 
that  his  jmpils  ai'c  obtaining  a  very  valualtle  expei'ience  in  practical 
citizenship. 


I 


CALIFORNIA  iii(;ir  sciioor.  principals.  VJ!) 

SUPERVISED  STUDY. 

By  C.   A.  Lancjwoktiiv,  Principal  Keiulondcj  Llnioii   High  School. 

Supervised  study  is  not  a  new  idea  with  us.  Six  years  ago  when 
we  ris  principal  of  the  high  school  were  invited  to  take  charge  of  the 
graiumar  schools  also,  we  introduced  a  form  of  supervised  study  sul)- 
.stantially  the  same  as  that  which  is  in  successful  operation  in  our  high 
school  at  the  present  time.  We  previously  had  had  four  successful 
years  with  the  system  in  the  schools  of  Illinois,  so  that  when  we  came 
to  realize  the  force  of  that  magnificent  law  of  California  which  forbids 
home  study  for  children  under  15  years  of  age,  we  saw  plainly  that 
here  in  California,  especially,  was  the  place  to  establish  supervised 
study,  in  the  grades,  at  least. 

The  plan  in  Redondo  schools  previously  had  been  to  prepare  a  lesson 
and  then  recite  it,  prepare  another  lesson  and  recite  it  and  so  on  through- 
out the  day.  The  plan  we  introduced  was  simply  to  reverse  the  method. 
First,  recite  a  lesson  prepared  the  day  before,  then  immediately  study 
the  lesson  for  the  next  day  under  the  direct  supervision  of  the  teacher, 
recite  another  lesson  prepared  the  day  before,  then  study  for  the 
following  day  in  the  same  manner. 

At  night,  when  the  pupil  went  home,  all  of  his  work  for  the  following 
day  was  prepared,  and  when  the  children  reported  at  home  that  it  was 
unnecessary  for  them  to  bring  their  books  home,  that  they  had  their 
work  all  prepared,  fathers  and  mothers  could  not  understand  and  in 
the  Parent-Teachers'  Circle  repeatedly  asked  for  an  explanation  as  to 
why  it  was  that  the  children  insisted  that  it  was  unnecessary  for  them 
to  work  at  home. 

In  the  upper  grades  60  minutes  each  day  was  given  to  each  major 
subject,  arithmetic,  geography,  language,  history,  etc.,  30  minutes  of 
which  was  regularly  devoted  to  recitation  and  the  remaining  30  minutes 
to  a  preparation  of  the  next  day 's  work. 

The  system  as  operated  in  our  grammar  schools  appears  to  be  weak 
in  one  particular,  namely,  the  inabilit\'  of  the  average  seventh  and 
eighth  grade  teacher  to  comprehend  the  opportunity  for  individual 
instruction.  Most  of  our  teachers  seem  to  think  it  is  absolutely  neces- 
sary to  hold  the  class  together.  Accordingly,  last  year  without  making 
known  the  real  reason  why,  we  began  the  study  of  Dr.  Frederic  Burk's 
-Monograph  "C,"  the  condemnation  of  "Lock-step  Schooling."  The 
results  were  gratifying  indeed. 

When  Dr.  Wilson  came  to  the  Fresno  convention  last  year  with  a 
steamer  trunk  full  of  documents  which  he  freely  distributed  among 
the  members  of  the  convention,  we  took  home  with  ns  several  copies 
to  be  submitted  to  our  high  school  faculty  for  studj^  and  ci-iticism. 


130  rROCEEDIXGS    OF    CONVENTION 

We  believed  the  time  w.is  uear  at  liand  when  the  methods  used  success- 
fully for  ten  years  in  tlu'  jriviiniiiar  schools  eould  l)e  introduced  into  the 
high  school. 

Accordinuly,  last  Scpteiid)ei-  at  the  ojx'nin*;  oL'  the  school  we  prepared 
two  programs,  one  of  eight  periods  of  40  minutes  each,  following  the 
established  custom  of  the  school.  Another  of  six  periods  of  GO  minutes 
each,  which  woidd  make  it  possible  to  inti-oduce  real  supervised  study. 

Some  of  our  faculty  questioned  the  advisability,  some  were  hostile  to 
the  idea,  but  all  were  willing  to  give  it  a  fair  trial,  consequently  the 
supervised  study  program  was  put  into  effect. 

Our  school  i-alls  at  9  o'clock  in  the  morning  with  one  hour  at  noon 
and  closes  at  4.  No  detention  i)cri()(l,  no  keeping  after  school.  As  in 
the  gi-ades  the  S3%stem  works  well. 

Many  of  our  teachers  had  worked  out  methods  and  plans  which  they 
were  loath  to  abandon,  consequently  the  greatest  amount  of  freedom 
has  been  granted  in  the  management  of  our  classes.  Some  of  our 
teachers  who  at  first  were  hostile  to  the  idea  have  completely  changed 
and  can  not  now  say  enough  in  its  favor.  Others  are  finding  it 
more  difficult  to  break  away  from  their  accustomed  methods  of  class 
instiMiction.  In  order  to  improve  the  situation  our  faculty  has  begun 
a  systematic  study  of  a  recent  ])ublication  upon  this  subject  by  Hall- 
Quest  of  the  University  of  Virginia. 

"We  believe  that  Dr.  Frederic  Burk  in  his  condemnation  of  "Lock- 
.step  Schooling"  is  fundamentally  correct.  AVe  believe  that  supervised 
study  is  really  a  systematic  attempt  at  individual  instruction.  We 
believe  that  in  a  few  weeks  all  of  our  teachers  will  more  fully  compre- 
hend the  opportunities  offered  l)y  the  60-minute  period. 

The  noticeable  results  of  our  experiments  are  as  follows:  Less 
complaint  from  both  parents  and  pupils.  Less  criticism  and  fault- 
finding on  the  part  of  teachers.  The  study  hall  problem  has  almost 
ceased  to  be  a  pro])lem.  The  pupils  when  dismissed  from  their  classes 
have  their  lessons  prepared  for  the  next  day,  or  nearly  so. 

Doulitless  many  of  you  read  an  article  in  the  November  issue  of  the 
Sierra  Educational  News  l)v  l*rofessor  Proctor  of  Stanford  University 
u|)on  th(>  "Waste  of  the  Study  ITall."  Substantially  the  same  question- 
naire which  was  submilted  by  the  writer  of  that  article  to  over  two 
Ihousand  studiMit-s,  we  have  submitted  to  our  ])upils.  We  wanted  to 
isuow  how  the  replies  of  our  pui)ils  (compared  with  others.  Accordingly, 
We  s\d)mitted  tlie  following  (piestions:  | 

First — -What  difficidties  do  you  encounter  when  you  attempt  to  con- 
centrate your  mind  ui)on  y(»ur  lessons  in  the  study  hall? 

Sfirond — Does  tlie  hour  peiiotl.  pai't  of  wliich  is  given  to  the  study 
of  the  next  day's  lesson,  aid  y(»u  in  forming  liabils  of  concentration? 
Wiiv? 


CALIFORNIA    HIGH    SCIIOOI,    PRINCIPALS.  i:;i 

ThinJ—Whi've  can  you  s1ii(l\'  to  tlic  best  ;i(lv;mt;i^M'.  at  home  oi-  at 
school  1     AVhy  ? 

Fourth — IToAv  nmch  Iioiih*  study  is  necessary  for  yon  undci-  our 
l)resent  class  schedule? 

Fifth — Do  you  think  tliat  your  study  habits  would  be  improved  if 
.you  were  given  more  complete  instruction  on  how  to  study  by  your 
teachers  ?     Why  ? 

This  questionnaire  has  brought  to  light  a  quantity  of  interesting 
material.  We  find  that  to  question  No.  1,  44  per  cent  of  the  pupils 
answered  "No  difficulties";  40  per  cent  are  disturbed,  and  16  per  cent 
did  not  answer.  The  chief  objections  to  the  study  liall  given  liy  our 
pupils  are  as  follows : 

1.  Absence  of  the  teacher  when  aid  is  needed. 

2.  People  passing. 

3.  Inability  to  concentrate. 

4.  Too  much  noise. 

5.  Talking  at  telephone. 

6.  Tendency  to  watch  the  clock. 

7.  AVatch  the  study  hall  teacher  walk  around. 

8.  Want  to  see  what  is  going  on  in  the  ])ack  of  the  room. 

9.  Spend  too  much  time  in  the  library. 

10.  Can  not  study  with  so  many  people  around. 

Answering  question  No.  2.  as  to  Avhether  the  hour  period,  part  of 
wliich  was  given  to  studying  the  next  day's  lesson,  aided  in  forming 
habits  of  concentration.  80  per  cent  of  our  pupils  say  "Yes";  12  per 
cent  "No";  8  per  cent  no  answer. 

To  question  No.  3,  concerning  the  best  place  for  study,  at  home  oi- 
school,  62  per  cent  say  "At  school";  32  per  cent  "At  home";  4.4  per 
cent  "Either  place";  1.6  per  cent  no  answer. 

Replying  to  question  No.  4,  "How  much  home  study  is  necessary  for 
you  under  our  present  class  schedule,"  78  per  cent  of  our  pupils  say 
they  are  studying  at  home  and  the  average  time  spent  upon  their  lessons 
is  one  hour ;  19  per  cent  are  not  studying  at  home ;  3  per  cent  no  answer. 

To  question  No.  5,  concerning  the  need  of  more  complete  instruction 
on  how  to  study,  36  per  cent  say  "Yes";  44  per  cent  say  "No";  9  per 
cent  "Perhaps",  and  H  per  cent  no  answer. 

The  pupils'  objections  to  more  instructions  on  liow  to  study  appear 
to  be  the  confusion  resulting  from  the  varioUvS  methods  presented  by 
different  teachers,  and  also  a  tendency  to  think  of  the  rules  for  studying 
rather  than  the  lesson  itself. 

The  chief  difficulty  whicli  we  liave  found  in  the  system  is  due  to  the 
fact  that  we  hold  school  until  4  o'elock.  The  lengthened  day  leaves 
verv  little  time  for  athletics.     AVc  liave  succeeded  in  condensing  our 


132  PROCEEDINGS   OK    CONVENTION 

work  from  fiirht  pci-iods  of  40  inimitcs  cadi  to  ti  periods  of  (iO  niimitcs 
each  witli  most  of  our  chisscs  rccitinir  Hut  four  times  a  week  instead 
of  five. 

If  it  lie  possible  to  fui'tlicr  coiulcusc  our  progi-am  into  five  periods  of 
7i>  miinites  cadi,  calling;  school  at  8.80  and  closin<r  at  ;i.30,  we  believe 
\vc  would  have  a  better  program  with  ample  time  for  athletics. 

Wc  believe  that  after  our  teachers  have  completed  the  study  of 
Hall-Quest:  after  they  have  studied  the  replies  on  the  questionnaire; 
after  they  have  learned  how  to  cease  talkinp:  and  jref  out  of  the  way 
of  the  brilliant  pupils,  then  they  will  come  to  i-calizc  the  wonderful 
advantaires  and  op|)ortunitics  afforded  liy  supei'visinir  their  study 
])eriods. 


I 


CAMKOKMA    IIIUIL    SCHOOL    I'KINCll'ALS.  }'V.{ 

THE  ORGANIZATION  AND  EFFECTS  OF  SUPERVISED  STUDY. 

Miss   Kthki.  rEKi.-Y  Andrus,  i'rimip.'il  Ijincolii   lligli  School,  i^os  AnyeU's. 

As  chairman  of  the  committee  whose  report  on  Supervised  Stiuly 
was  handed  to  you  l)y  Dr.  Wilson  at  the  last  convention,  I  need  not  tell 
you  that  I  am  heartily  committed  to  the  plan.  It  is  a  catchy  phrase, 
this  supervised  study,  and  has  a  marvelous  and  nvunerous  offsprinfj;  of 
definitions.  With  us  at  Lincoln  High  School  it  has  grown  to  mean  the 
study  of  the  advanced  lesson  under  the  direct  supervision  and  with  the 
cooperation  of  the  teacher  who  will  hear  the  recitation  of  that  lesson  the 
next  day,  and  it  is,  we  think,  dependent  for  its  technique  and  value  upon 
five  essentials:  the  time,  the  place,  the  student,  the  teacher,  and  the 
subject.  In  other  words,  as  we  see  it,  sui)ervised  study  must  be  made 
to  order  to  suit  the  conditions,  not  the  conditions  to  suit  the  plan. 

With  us  at  Lincoln  Iligli  School  it  just  grew.  It  wasn't,  propci-ly 
speaking,  supervised  study  at  all  at  first.  It  was  simply  the  conviction 
forced  upon  us  that  we  could  save  the  individual  pupil,  we  could  safe- 
guard his  health,  his  standing  in  school,  could  help  him  form  correct 
habits,  ideals  and  interests,  if  the  individual  teacher,  even  without  the 
])upirs  knowing  it,  directed  his  study  time  and  study  attitude.  This 
came  about  through  our  need  of  conserving  the  scliolarly  habits  of  the 
47  fellows  who  came  out  for  football,  and  the  subse(iuent  success  of 
their  being  personally  conducted,  unconsciously  on  their  part,  through 
the  term.  Certainly  this  was  not  yet  supervised  study,  only  kindly 
interest  and  individual  study  help. 

Football  had  demonstrated  to  us  that  a  man  simply  can  not  do  bis 
best  unless  he  is  at  his  best,  and  we  had  our  ph.ysical  weaklings  just  as 
you  have  yours.  AVe  found  10  to  15  per  cent  of  our  entrants  wcm-c 
retarded  two  or  more  years,  5  to  8  per  cent  at  least  three  years.  Our 
school  physician  assumed  that  only  a  relatively  small  proportion  of  this 
retardation  was  due  to  mental  deficiency.  We  used  liberally  our 
advanced  Commercial  students  for  stenographic  records  of  tests  and 
to  look  after  record  files.  We  used  unsparingly  teachei-s  as  field 
workers.  We  learned  the  reasons  given  for  failure;  we  learned,  or  we 
thought  we  did,  the  causes.  Where  bad  hygiene  was  at  fault  we  have 
l)een  able  to  work  wonders.  Where  medical  and  clinical  help  were 
needed  we  first  won  the  i^arent,  and  the  rest  was  easy.  Where  the 
cause  was  laziness,  due  to  infirmity  of  the  will,  we  used  favorite  teaciiei-s 
and  the  admired  older  student  as  sponsors,  and  with  hardly  an  excej)- 
tion  all  these  restoration  cases  have  blossomed  like  the  green  bay  tree, 
this  time,  you  see,  under  the  supervision  of  soineouc  chosen  by  the  child. 
Still  we  have  not  supervised  study,  but  avc  were  now  thoi-oughly  «-oii- 
vinced  that  individual  interest  would  work  mii-acles,  and  that  the 
method  folloM^ed  was  not  so  important  as  the  personality  of  the  teacher, 
his  enthusiasm  and  interest;  we  knew  that  we  were  saving  to  the  school 
many  who  through  utter  discouragement  would  ordinarily  have  left  us. 


134  PROCEEDINGS   OF    CONVENTION 

Now  wc  liad  our  backward  l)oys  and  jrirls  alert  and  anxious.  They 
wanted  to  do  the  work,  but  they  feared  they  could  not,  and  we  knew  it. 
So  we  faced  the  conclusion  that  these  children  should  not  bo  forced 
beyond  their  ability,  whether  over  age  or  under,  that  the  subjects  should 
be  so  nioditied  that  they  might  be  able  to  learn  what  was  absolutely 
essential  for  progress  in  the  shortest  time  possible,  so  that  they,  too, 
might  go  on  with  the  consciousness  of  triumph.  This  presupposed 
having  in  our  faculty  teachers  who  had  acquired  aims  and  purposes 
regarding  manner  and  method  and  results  they  hoped  to  realize.  And 
so  came  about  our  opportunity  classes  in  English  and  ^Mathematics. 

Instead  of  making  these  opportunity  classes  dumping  grounds  for 
all  kinds  of  troublesome  cases,  the  physically  defective,  the  merely  back- 
ward, the  truants  and  disorderlies,  those  making  up  lost  time  through 
illness  and  late  entrance,  and  the  border  liners,  we  felt  we  should  have 
classes  not  to  relieve  the  regular  classes,  for  then  tlie  effect  w^ould  be 
negative.  They  must  be  for  themselves,  not  foi-  others.  "We  must 
grade  the  students  best  to  help  them ;  so  we  made  tests.  Frankly,  we 
did  not  use  the  standardized  tests  because  we  felt  we  could  not  do  so 
efficiently  Avithout  considerable  practice  and  study  in  test  administra- 
tion ;  so  we  used  our  own.  We  found  30  per  cent  above  grade  in  ability, 
25  per  cent  below  grade.  We  felt  that  special  provision  should  be  made 
for  those  two  groups.  The  result  is  five  beginning  classes,  one  class 
making  two  terms  in  one  term,  one  class  making  three  terms  in  two 
terms;  two  classes  doing  graded  work,  one  class  doing  two  terms  in 
three  terms,  all  classes  of  the  same  grade  beginning  running  at  the  same 
period  and  so  affording  flexibility. 

We  found  we  must  handle  the  accelerant  group  differently  from  the 
normal  or  the  slow'  moving.  The  Spaniards  have  a  proverb  which  says, 
"The  good  is  enemy  to  the  best."  The  l)right  boys  and  girls  in  our 
day  at  school  were  content  to  dwell  on  low  levels.  Only  occasionally 
was  there  a  boy  or  girl  who  would  go  up  the  road  even  if  there  w'ere 
hills,  for  no  one  cared.  But  now  in  classes  all  of  his  own  power  he  can 
go  as  fast  and  as  far  as  he  likes  providing  he  is  getting  the  essence  of 
what  he  goes  over.  lie  needs  only  the  stimulus  of  leadership.  The 
teacher  must  not  get  in  the  way. 

But  in  the  slow  sections  we  met  llic  (piestion  What  is  teaching? 
Ts  it  leading  the  child  into  wider  fields,  or  does  it  merely  serve  as  a  means 
of  controlling  the  home  industry  of  the  pupil  and  of  correcting  mis- 
takes made  in  ae(|uifing  lessons  l)y  liiiiiself?  If  we  decided  in  favor 
of  the  latter  we  were  committed  to  th(^  old  recitation  method.  If  we 
believed  llic  foniicf.  we  nuist  inevitably  substitute  supervised  study. 
We  felt  tli;it  \\c  hiid  alrejniy  pjiid  loo  dearly  a  penally  for  insisting  on 
unaided  home  |)i"e|)ara1ion.  Then  when  we  had  aeecjjted  su])ervised 
study,  had  openly  adopted  the  pl;in.  we  awoke  to  the  conclusion  that 
that  was  what  we  were  doing  I'itrht  along.     We  had  lived  and  helped 


CALIFORNIA    HIGH    SCHOOL    PKINCirALS.  1:}.') 

live;  we  had  long  had  cooperative  effort  on  the  part  of  teacher  aiul 
pupil;  our  classrooms  resounded  with  life,  for  we  had  together  sum- 
marized, we  had  together  analyzed;  Ave  had  inspired  eonfidenee  iu 
ourselves  and  in  the  new  lesson,  in  together  going  over  the  diffieulticH, 
iu  revealing  relationships  and  sequences.  But  even  in  the  slow-moving 
sections,  again  the  time,  the  place,  the  student,  the  teacher,  and  the 
subject  varied  the  plan  used,  but  in  all  classes  the  work  was  organized 
in  terms  of  learner,  not  of  subject.  For  instance,  in  the  opportunity 
classes  in  English  much  time  is  spent  in  practice  in  silent  reading. 
Here  we  felt  much  work  should  be  done.  In  nothing  more  than  in 
this  most  vital  of  all  subjects  is  the  range  of  capacities  greater,  but  in 
all,  they  read  at  their  own  rate,  for  their  own  salvation. 

Aside  from  supervised  study  in  recitations,  we  have  a  variety  of 
study  helps.  "Whether  these  serve  their  purpose  or  not  is  largely 
a  matter  of  opinion,  not  of  proof.  AVe  have  first  of  all  at  certain 
periods  the  old-fashioned  study  hall,  wa.steful  and  iuetfective,  and  used 
only  to  conceal  inadequacy  in  teaching  room.  Even  in  these  we  have 
one  teacher  who  tries  to  help,  but  he  may  not  be  a  si)ecialist  in  the 
subject  specifically  needed.  Then  w^e  have  at  certain  periods  of  the 
day,  smaller  study  rooms  with  a  maximum  capacity  of  forty,  depart- 
mental study  halls  where  the  study  program  for  that  period  is  decided 
by  the  choice  of  the  room  and  the  teacher.  This  is  spoken  of  in  high 
terms  both  by  teachers  and  students.  Then  we  have,  every  period, 
a  supervised  study  room,  really  a  voluntary  study  help  room,  well 
patronized.  Then  we  have  supplementary  study  halls  where  pupils  are 
assigned  at  a  period  not  too  convenient — after  school — for  drill  in  oral 
usage,  grammar,  mathematics,  special  composition,  and  Spanish.  Here 
help  is  given  in  daily  assignments,  or  in  making  up  absence.  We  have 
tried  them  all,  and  our  experience  is  merely  our  experience.  We  have 
opinions,  no  scientific  data  to  offer — only  this :  on  the  reports  of  the  term 
ending  November  18,  only  7^  per  cent  of  students  in  Lincoln  High  and 
Intermediate  School  failed  in  two  subjects,  and  only  3  per  cent  of  our 
English  classes,  and  then  on  the  double  basis  of  failure  because  of  lack 
of  application  and  absence;  and  next  term  our  new  program  calls  for 
speed  classes  in  history  and  Spanish  also. 

We  feel  the  advantages  outweigh  the  disadvantages.  The  disadvan- 
tages to  the  student  are  those  only  of  having  a  poor  teacher,  one  wlio 
might  himself  occupy  all  the  time,  who  might  use  the  study  period  for 
his  own  office  work,  who  might  weaken  by  lielping  too  much,  but  the 
discreet  teacher  will  soon  be  able  to  determine  the  character  of  prog- 
ress being  made  while  students  are  studying  and  will  devel(»p  skill  in 
aiding  this  progress  by  means  of  (juestions  and  suggestions.  We  feel, 
therefore,  that  supervised  study  is  a  plan  efficient  for  all ;  it  gives  the 
teacher  an  opportunity,  frees  him  from  conference  work,  liuuuinizes  him; 
it  saves  the  slow  student  from  despondency  and  failure;  it  makas  the 
fast  student  a  trained,  self-reliant  worker  with  an  enthusiasm  for  work. 


13t)  PROCEEDINGS   OF    CONVENTION 

ORGANIZATION  AND  EFFECTS  OF  SUPERVISED  STUDY. 

!•:.  K.  Wood.  Principal  Tamalpais  Union  Higli  School. 

The  lariMU'ral  problem  of  supervised  study  was  considered  at  Fresno 
a  year  ajro.  so  we  need  not  enter  into  a  discussion  of  its  value. 

There  are  three  pro])leins  that  have  appealed  to  me,  which  I  would 
like  to  present  in  summary  form.  First,  the  ditificulties  of  the  teachers 
in  certain  subjects  under  the  old  system  of  forty-minute  periods.  Let 
us  take  Algebra  as  an  example.  The  teacher  may  present  the  subject 
ever  so  well,  but  the  lack  of  classroom  time  will  prevent  the  pupils  from 
getting'  that  drill  in  application  of  the  theory  which  is  necessary  to 
make  the  explanation  stick.  So,  some  hours  later,  when  he  attempts  to 
apply  the  theory,  he  fails,  not  having  grasped  some  point,  and  so  is 
unable  to  do  the  work  for  the  next  day,  and  in  a  short  time  falls  behind 
the  class.  In  ^lodern  Languages,  Avith  so  short  a  time  to  hear  the 
language  forms,  the  amount  obtained  is  very  small.  By  increasing  the 
l(Migtii  of  the  period,  the  success  of  the  teacher's  work  may  be  greatly 
increased. 

The  difficulties  of  home  study,  and  even  of  study  in  large  study  halls, 
have  been  so  often  presented  that  it  would  be  a  waste  of  time  to  present 
them.  Suffice  it  to  say  that  we  have  been  condemning  students  for 
failure  to  get  home  work  w^hen  a  large  percentage  have  such  poor  condi- 
tions to  study  under  that  we  ourselves  would  be  unable  to  obtain  the 
work.  This  problem,  the  supervised  class  study  period  under  and  with 
the  help  of  the  teacher  in  direct  charge  of  the  suliject.  will  in  larg<! 
measure  remedy. 

From  the  .standpoint  of  the  administrator  wlio  is  making  out  a 
course  of  study  of  student  program,  the  single-hom-  period  for  mechani- 
cal or  laboratory  subject.s  is  a  vast  benefit.  AVith  the  double  period  the 
complications  arising  through  the  failure  of  a  student  in  a  single  sub- 
j<'ct,  thus  throwing  out  his  regular  program,  have  been  impossible  of 
solution.  The  opportunities  for  conflicts  are  reduced  i)y  one-half  by 
the  single-hour  periods,  and  pupils  are  enabled  to  take  those  special 
elective  subjects  such  as  sewing,  drawing  and  cooking,  which  before 
they  had  to  leave  out,  as  they  did  nnl  liiivc  two  free  jx'riods  at  the 
j)roper  time. 

This  plan  for  carrying  out  Ihc  new  system  in  the  Tamalpais  High 
School  is  as  follows:  Thei-e  ai'c  six  full-hour  j^eriods.  four  in  the  fore- 
noon and  two  in  the  aftei-noon.  Kach  pupil  is  expect<Ml  to  take  four 
solids  and  one  spt-cijil  study,  such  ;is  music,  sewing,  di'awing,  penman- 
shi{),  etc..  and  have  one  full-study  hour  for  librai-y  and  other  work. 
The  fidl-hour-  class  period  is  divided  into  two  i)ar1s.  and  each  teacher 
is  rc(|uirci|  in  ;ill((\\   ;ii   Icjist   twenty-live  minutes  for  supervised  study. 


CALIFORNIA    HIGH    SCHOOL    I'RLN'CII'ALS.  1:57 

The  place  of  the  teacher  during  that  time  is  down  in  the  i-ooin  waldiing 
tlie  methods  of  study  of  the  pupils  and  helping  them  with  suggestions, 
when  necessary.  Each  pupil  under  the  system  has  four  twcuty-tivc 
minute  periods  of  sui)ervised  study,  and  a  (Hi(>-h(>ur  p('rio<]  of  stiidy 
each  day. 

Tt  is  expected  that  about  one  hour  of  home  study  will  he  necessary 
under  this  system.  If  the  student  shows  a  weakness  in  his  work  he 
is  required  to  drop  the  fifth  subject  and  thus  get  two  full  hours  of 
school  study  time.     In  this  case  no  home  work  is  expected. 

What  are  the  results  of  this  program  ?  The  problems  of  tlie  teacher 
and  pupils  as  illustrated  above  in  Algebra  are  almost  completely  solved. 
In  the  twenty-five  minutes  of  study  the  difficulties  of  the  work  are 
found  by  the  pupil  and  a  few  wise  questions  from  the  teacher  will  set 
him  to  thinking  along  the  right  lines.  The  problem  of  home  study  is 
reduced  to  a  mininmm  and  habits  of  careful  study  are  obtained.  The 
study  hall  problem  is  also  partly  solved,  as  not  so  large  a  number  will 
be  present  under  this  system. 

But  the  final  proof  of  a  system  is  to  l)e  found  in  its  results  on  the 
number  of  students  failing  in  their  work.  I  have  kept  accurate  record 
of  failure  for  several  years,  and  the  school  average  has  been  about 
8  per  cent.  This  fall  term,  under  the  new  system,  the  failures  were 
reduced  to  about  4  per  cent.  At  the  same  time  the  honor  roll,  or  those 
making  at  least  three  solids  of  the  highest  grade,  has  doubled.  Out  of 
275  pupils,  only  12  have  failed  in  two  subjects  in  the  lialf  year. 

With  such  results  we  feel  that  the  new  method  has  justified  its 
existence,  and,  while  not  ideal,  has  been  a  big  step  forw^ard. 


138  I'ROCKEDINtiS    OK    CONVENTION 

ORGANIZATION  AND  EFFECTS  OF  SUPERVISED  STUDY. 

\V.   A.    FERausoN,  Principal   rortcrville   Higli   School. 

Wlicn  Msk.'il  to  have  a  part  in  tho  discussion  of  supervised  study,  1 
was  at  a  loss  to  know  how  to  Ix'^in.  Nothing  startling  has  happened  in 
our  school  as  a  result  of  the  adoption  of  the  plan.  Our  work  has  moved 
along  about  as  usual  this  fall ;  we  have  had  about  the  usual  number  of 
failures,  the  usual  number  dropping  out,  and  about  the  same  number 
on  our  honor  rolls. 

After  making  comparisons  of  the  per  cent  of  failures  during  the 
first  two  six-weeks  periods  of  the  past  two  years  with  this  year,  I  find 
tliat  this  year's  averages  are  about  the  same  as  the  two  previous  years. 
In  other  words,  in  so  far  as  records  are  concerned,  we  have  made  no 
l)lu'nomenal  showing  under  supervised  study  thus  far.  Having  asked 
our  fifteen  teachers  to  make  a  statement  regarding  the  matter,  I  find, 
upon  looking  them  over,  that  two  of  them  feel  that  the  plan  is  a  handi- 
cap, while  four  are  enthusiastic  for  it,  and  the  rest  prefer  to  reserve 
judgment  on  the  matter  until  the  plan  has  been  longer  in  operation. 

We  did  not  introduce  supervised  study  as  a  remedy  for  existing 
evils.  Our  study  halls,  while  not  models,  were  and  are  under  good 
control,  our  students  have  stayed  with  us  pretty  well,  as  a  graduating 
class  of  51  for  the  past  two  years  with  total  attendance  of  less  than 
300  for  the  two  years  average,  has  shown,  and  we  think  that  at  least 
an  average  standard  of  excellence  in  scholarship  lias  obtained.  We 
introduced  it  because  we  felt  that  we  might  1)C  able  to  do  a  little  more 
eflficient  work  under  the  plan,  and  we  still  think  the  system  will  prove 
a  success,  at  least  to  some  degree. 

Our  plan  in  brief  is  as  follows:  We  have  five  seventy-minute  periods, 
three  in  the  morning  and  two  in  the  afternoon.  The  morning  session 
begins  at  8.30  and  closes  at  12.05,  Avhile  the  aftei-noon  session  begins 
at  1.00  and  closes  at  3.25.  The  first  forty  minutes  of  the  period  is 
devoted  to  the  recitation  while  the  remaining  thirty  minutes  is  given 
over  to  study  of  the  lesson  for  the  following  day. 

We  have  not  done  away  with  our  study  halls.  We  have  five  study 
hall  periods  corresponding  to  the  five  recitation  and  supervised  study 
periods,  and  of  course  these  study  liall  periods  are  seventy  minutes 
long  and  are  in  charge  of  five  different  teachers.  Every  student,  with 
certain  exceptions  which  I  will  mention  later,  is  required  to  spend  his 
vacant  period  in  the  study  hall.  That  gives  each  studenf  under  nor- 
mal conditions  four  half-liour  study  jx'riods  in  his  four  classes  and  one 
seventy-minute  stu<ly  peiiod  in  the  study  liall.  making  three  houi's  in 
nil.  and  this,  with  nrie  hour  of  prei);ii'at  ion  al  home,  we  eonsi(h'i-  suHi- 
eient   I'oi'  the  average  stuch-nf. 

Any  i)lan  of  organization,  to  bi-  eflicient,  must  work  with  tlie  mini- 
mum amount  of  friction  and  with  the  least  possible  amount  of  energy 


CATJFORNIA    niOTT    SniOOT.    PRINCTPAT.S.  130 

expended.  liiUe  a  inacliine,  the  simpler  llie  l)eUer.  In  ji  foniimiiiily 
sueh  as  ours  tlie  8. .'50  hour  for  the  opening  o\'  school  ptovcd  1o  Ix-  a  real 
l)robleni,  where  over  75  of  our  students  come  from  a  distance  ol"  over 
live  miles,  with  a  numl)er  driving  in  a  distance  of  eleven  miles  eaeh 
morning.  Over  a  hundred  of  our  students  come  a  distance  ol"  three 
miles  or  more.  The  difficulty  of  the  early  opening  of  school  was  })artly 
overcome,  however,  by  allowing  the  students  from  the  country  to  so 
arrange  their  work,  where  it  was  possible  to  do  so,  that  their  vacant 
period  came  first ;  they  were  then  allowed  to  come  in  any  time  during 
the  first  period,  with  the  understanding  that  ui)on  arrival  they  were 
to  report  to  the  study  hall.  While  this  plan  took  care  of  most  of  the 
eases,  we  still  have  some  students  coming  in  seven  or  eight  miles  to 
report  to  first  period  classes  at  8.30,  and  where  the  means  of  trans- 
portation is  a  horse  and  buggy,  as  is  frequently  the  case,  it  means  early 
rising  on  the  part  of  the  student.  In  a  high  school  of  our  size  there 
are  always  a  number  of  courses  which  enroll  only  enough  students  to 
make  a  single  section,  and  of  course  some  of  these  one-section  courses 
have  to  come  the  first  period  in  the  morning,  and  inasmuch  as  some 
of  our  students  from  the  country  want  these  courses,  and  in  some  cases 
are  obliged  to  take  them,  there  is  nothing  else  for  them  to  do  but  to  rise 
with  the  lark,  or  rather,  before  the  lark,  at  this  time  of  the  year,  if  they 
are  to  be  on  time. 

Another  difficulty  that  has  to.  be  met  in  the  smaller  high  schools  with 
the  five-period  program  also  arises  from  the  single  section  courses. 
There  is  not  the  opportunity  to  spread  out  these  one-section  classes 
that  there  is  in  a  seven-period  program.  To  illustrate,  our  English 
History  class  has  to  come  at  the  same  period  as  our  Cieei-o  class,  and 
our  second-year  French  class  comes  at  the  same  time  that  the  Commer- 
cial Law  class  recites.  Of  course  an  effort  is  made  to  arrange  classes 
which  recite  at  the  same  hour  so  as  to  make  as  little  conflict  as  possible, 
but  the  difficulties  are  increased  almost  a  third  in  going  from  a  seven-  to 
a  five-period  program. 

To  go  back  to  the  study  hall,  every  student,  with  the  exception  of 
those  who  have  permission  to  come  late  and  the  few  who  carry  five 
subjects,  spend  one  seventy-minute  period  in  the  study  hall  where, 
under  the  old  plan  they  were  spending  from  two  to  three  forty-minute 
periods,  depending  on  whether  or  not  they  carried  any  double  period 
subjects.  That  is  to  say,  we  have  not  done  away  with  the  .study  hall, 
nor  are  we  anxious  to  do  so. 

We  do  not  consider  the  study  hall  a  problem  that  needs  solution, 
l)ut  simply  a  part  of  the  organization  that  needs  careful  attention. 
Any  good  teacher  can  take  care  of  a  study  hall  of  reasonable  size,  pro- 
vided they  will  give  it  as  much  thought  and  attention  as  they  give  to 
one  of  their  classes.     I  fail  to  understand  how  supervised  study  solves 


140  PROCEEDINGS   OP    CONVENTION 

tilt'  problem  of  tlu*  study  hall  if  it  is  to  Ik'  considered  as  a  prol)lein.  A 
poor  study  hall  is  better  than  none  at  all.  and  with  our  eoiulitions  it  is 
simply  impossible  to  so  orj^anize  our  schools  as  to  avoid  it.  We  must 
have  at  least  a  five-p^^riod  school,  which  means  that  students  carrying 
the  usual  program  of  four  sulgects  will  have  one  vacant  period  which, 
in  many  causes,  must  come  durin*,'  the  middle  of  the  day.  Those  students 
wlio  have  the  second,  third,  or  fourth  periods  vacant  have  seventy 
minutes  to  put  in  somewhere,  and  inasmuch  as  nearly  a  hundred  of 
them  come  a  distance  of  three  miles  or  more  they  must  spend  this  time 
in  the  quiet,  or  at  least  comparative  quiet  of  the  study  hall  oi-  else  on 
the  streets.  Of  course  there  are  the  pool  halls  down  town,  which  would 
welcome  the  boys,  and  a  city  library  which  would  accommodate  a  few 
of  the  girls,  provided  they  would  i-efrain  from  visiting  and  devote  the 
time  spent  there  to  reading;  but  inasmuch  a.s  the  study  hall  will  tlo  as 
well  by  the  girls  as  the  city  library  and.  we  think  has  some  advantages 
over  the  pool  halls  for  boys,  we  insist  that  both  boys  and  girls  report  in 
the  study  halls.  We  have  supervised  study  with  the  study  hall,  not 
supervised  study  instead  of  the  study  hall. 

We  adopted  the  five-period  plan  of  seventy-miniite  jieriods  rather 
than  the  six-period  plan  of  sixty-minute  periods,  because  we  do  not 
know  how  to  provide  for  such  subjects  as  Bookkeeping,  Typing,  Free 
and  Mechanical  Drawing,  Manual  Training  and  Home  Economies  on 
the  latter  basis.  Under  our  old  plan  we  gave  each  of  the  subjects  a 
double  period,  that  is,  two  consecutive  forty-minute  periods,  making 
them  each  eighty  minutes  daily,  while  under  the  present  plan  we  give 
them  seventy  minutes  daily,  thus  reducing  the  time  spent  with  these 
classes  by  ten  minutes  a  day.  A  still  farther  reduction  of  ten  minutes 
as  would  be  necessary  under  the  sixty-minute  period,  would  make  it 
impossible  for  us  to  cover  the  work  as  we  have  been  covering  it  or 
make  it  worth  the  unit  of  credit  we  have  been  giving  it.  We  try  to 
make  every  course  we  offer  represent  an  ('(jual  aiiuMint  of  energy 
expended  in  its  mastery,  whether  it  be  a  course  in  first-year  Algebra, 
second  year  French,  or  Manual  Training,  Imt  the  work  in  ^lanual 
Training  all  has  to  be  done  in  the  school  shop,  while  .some  of  the  Algebra 
can  be  worked  out  at  home  or  in  the  study  hall.  Hence,  a  sixty-minute 
period  does  very  well  for  the  Algebra  but  does  not  work  well  for 
the  Manual  Training.  1  do  not  understand  how  schools  that  have  the 
sixty-minut<'  period  get  around  this  difficulty.  To  me  there  are  but 
two  solutions,  neither  of  which  J  cared  to  attempt.  The  first  is  to 
reduce  the  credit  of  such  subject  as  are  necessarily  nearly  all  laboratory 
work,  such  as  Typing,  Domestic  Science,  Manual  Training,  etc.,  and 
the  other  is  to  give  them  an  extra  period  a  week.  The  first  plan  I  once 
tried,  and  made  the  course  so  mipopulai'  that  it  had  to  be  dropped. 


CAI.IFORNIA    llUill    SCUOOIi    I'RlNCIl'Al.S.  141 

The  second  i)laii  coniplicates  an  already  coiiiplicaled  |)i'<)m-aiii  lo  tlir 
extent  tliat,  for  the  small  school,  it  becomes  impi-actical. 

We  tind  that  there  is  a  tendency  amonj;  en-tain  of  oui-  teachers  to 
occupy  the  entire  seventy  minutes  with  the  recitation,  thus  entirely 
eliminating  the  study  period  and  fre(|uently  assif^ning  an  advanced 
lesson  which,  if  prepared,  would  take  another  seventy  minutes.  What 
usually  happens  in  cases  of  this  kind  is  that  the  class  come  the  next 
day  very  poorly  prei)ared  and  in  the  end  time  is  really  lost.  To  over- 
come this  difficulty  it  has  been  suo'iiested  that  a  hartl  and  fast  rule  be 
made,  that  each  teacher  shall  stop  the  recitation  at  the  end  of  the  forty 
minutes  and  to  help  them  to  remember  it  was  fui-ther  suggested  that  a 
bell  l)e  r-ung  at  the  end  of  tlie  forty  minutes;  but  this  would,  in  my 
opinion,  be  more  harmful  than  valuable  in  that  it  would  destroy  the 
elasticity  of  the  plan.  Sometimes  the  use  of  the  full  seventy  minutes 
for  recitation  is  the  most  economical  use  of  the  time,  while  occasionally 
it  is  desirable  to  have  the  study  period  come  in  the  middle  of  the  period, 
and  perhaps  occasionally  but  rarely  at  the  beginning  of  the  recitation. 
Jn  other  words  the  teacher  should  have  the  entire  seventy  minutes  at 
his  or  her  disposal,  but  should  be  careful  that  the  best  use  is  made  of  it. 
When  it  is  necessary  to  use  the  whole  period  for  recitation,  the  teachei- 
should  assign  a  correspondingly  short  lesson  and  the  teacher  should 
see  that  the  long  recitation  period  does  not  occur  too  often. 

In  spite  of  the  various  difficulties  which  the  plan  of  supervised  study 
jiresents,  we  still  believe  that  the  arrangement  has  compensations  which 
offset  these  drawbacks.  The  teachers  at  least  have  the  satisfaction  of 
knowing  that  a  half  hour  of  preparation  has  ])een  put  on  their  subject ; 
they  can  have  their  reference  books  in  their  room  and  can  teach  the 
students  how  to  use  them  and  see  that  they  do  use  them ;  they  can  give 
a  word  of  suggestion  here  and  there  that  becomes  a  time  saver  to  the 
student  and  at  the  same  time  teaches  him  how  to  save  that  time  for 
himself  on  another  similar  occasion.  This  is  especially  true  in  first 
year  subjects  such  as  Algebra  and  Latin.  Students  in  these  subjects, 
working  under  the  eye  of  the  teacher,  will  cover  more  ground  with 
less  waste  energy  than  when  working  alone.  It  takes  a  very  little 
thing  to  hold  a  boy  up  in  Algebra,  w^hile  attention  called  to  a  wrong 
sign  or  a  mistake  in  multiplication  may  send  him  through  a  whole  set  of 
problems.  We  are  not  looking  for  astounding  results,  but  we  feel  sure 
that  the  plan  is  well  worth  a  trial.  While  we  know  it  is  not  a  panacea 
for  all  the  high  school  ills,  we  will  be  satisfied  if  it  brings  up  a  few  of 
the  stragglers  and  makes  it  possible  for  us  to  progress  a  little  farthei' 
in  our  thirty-six  weeks  that  we  have  hitherto  been  able  to  do.  If  it 
will  do  this,  we  will  be  satisfied  with  the  experiment. 


142  PROCEEDINGS   OF    CONVENTION 

SUPERVISED  STUDY. 

Cakl    11.    NiEi.sKN.   I'l  iniipal    .'f    llio    (ligh    School,   A'allojo,    Cal. 

There  are  prohalily  only  few  teaclieis  who  do  not  know  what  a  long 
task  it  is  for  pupils  to  learn  "how  to  study."  Personally  I  have  recog- 
nized this  faet  for  many  years  and  have  tried  a  number  of  different 
methods  to  help  i)iipils  in  discriminating  l)etween  what  is  absolutely 
essential  and  what  is  merely  background  in  the  various  subjects  studied. 

We  have  used  the  divided  period,  the  double  period,  the  weekly 
period,  and  the  occasional  period,  but  have  finally  settled  down  to  a 
combination  of  the  conference  plan  and  the  daily  extra  period,  as  illus- 
trated by  the  following: 


! 


14;} 

ily  rccita- 
wo,  wliich 

lias  fallen 
ey  ix'i'iod. 
nsultatioii 
ell    he    lias 

,11(1  si  iiiiii- 
le  chance 
•port  unity 
doing  the 
t  for  liiiii- 

ence  over 
Latin,  he 
deficiency 

out  of  a 
^  faculty, 
ito  a  defi- 
ss  is  gen- 
ii ed  from 

I  wonder- 
this  defi- 
onal  atti- 
ist  in  the 
ken  down 
leart  talk 

I  the  part 
the  same 
akness  of 
racter  of 
^d  study. 

excellent 
v'idual,  it 

when  he 
ig  pupils 
od  every 
ncipal  of 


M5-F]Dg   salute   and   roll    ca 

DAILY  PROGRAM  OF  VALLEJO   HIGH   SCHOOL— AUGUST  TO  SEPTEMBER,  1916. 

Teacher  

Mr.  Nielsen 

Miss  Tobln 

Mr.  Valentine 

Mr.  Brown 

Miss  Toy      1     Miss  Denio 

Miss 
DeFremery 

Miss  Nelson 

Miss 
Wilkinson 

Miss  Soule 

Miss  Kirwin 

Mr.  Williams 

Mr.  Zumwalt 

Miss  Glidden 

Ohoree 
Study  Sell 

..e„„rt„o.t... 

Principal 

Enelish 

English 

Science 

c„!«„«„        1      Domestic 
S<="=°"        1        Science 

Matlieinaties 

Mathematics 

Drawing 

Latin 

History 

Econ.  Span. 
V.  S.  H.  PB.  Sp. 

Commercial 

Commercial 

S.2I>9.»)   - 

Supervised 
Study 

Supervised 
Study 

Supervised 
Study 

Supervised 
Study 

Supervised 
Study 

Supervised 
Study 

Supervised 
Study 

Supervised 
Study 

Supervised 
Study 

Supervised 
Study 

Supervised 
Study 

Supervised 
Study 

Ooramerclol 
Geography 

Typing 

:hji-'.i,13  

Office 

English  2-2 

English  1-2. 
Sec.  1 

Household 
Ohemlstry 

General 
Science 

Cooking  and 
Sewing. 
Double 
Period 

Deficiency 
Period 

Study  Hall 

Drawing 

Deficiency 
Period 

Greek 
History 

Public 
Speaking 

Shorthand  1-2 

Commercial 
English  2-2 

Nelson 

Supervision 

Knglisli  3-2 

English  K>. 
See.  2 

Detlciency 
Period 

Physical 
Geography 

Study  Hall 

Geometry  M, 
Sec.  1 

Drawing 

Latin  1-1. 
Sec.  I 

Modern 
History 

Economies 

Shorthand  2-1 

Commercial 
English  M 

DeFremery 

I0.2tl-11.09 

Supervision 

English  3-1 

English  l-l, 
Sec.  1 

Physics, 
Double  Period 

Library  and 
Study  Hall 

Cooking  and 
Sewing, 
Double 
Period 

Advanced 
Mathematics 

Geometry  1-1. 
Sec.  2 

Drawing 

Latin  1-1. 
Sec.  2 

Roman 
History 

Spanish, 
Sec.  1 

Typing 

Commercial 
Arithmetic 

Toy 

11.09-11.45 

Supervision 

Deficiency 
Period 

English  1-1, 
Sec.  2 

Deficiency 
Period 

Geometry  1-2, 
Sec.  1 

Deficiency 
Period 

Study  Hall 

Latin  1-2 

MediiBval 
History 

Deficiency 
Period 

Shorthand 
P.  G. 

Commercial 
Eng.,  Sec.  2 

Wilkinson 

Intermission — One  and  One-half  Hours. 


1.15-1.55  1    Supervision 

DcHolcnoy 
Period 

■•=»^"^"  ^■'    1    SZTA. 

Physiology 

Girls'  Phy. 
Culture 

Geometry  1-2, 
Sec.  2 

*'^Sec.°l"'        Stiidy  Unir  1       Latin  2-1 

---        1  "an^i^'lTs" 

Penmanship 
and  Spelling 

Shorthand  1-1 

Wilkinson 

1..W2.38  

Current 
History 

Engllsli  2-1 

Deficiency 
Period 

Ohcnjistry. 

Deficiency 
Period 

Girls'  Phy. 
Culture 

Algebra  1-1. 
Sec.  2 

'"to"''''    '       P'"»'i"l=       '       I-"'°2-2 

Study  Hall 

Public 
Speaking 

Bookkeeping 

Typing 

KIrwIn 

2.IMi.20 

Office 

Enelish  4 

Study  Hull 

Double  Period 

Biology 

Deficiency 
Period 

Advanced 
Algebra 

Algebra  1-2, 
Sec- 2 

■'""""^       1     "ST" 

Deficiency 
Period 

Spanish, 
Sec.  2 

Bookkeeping 

Deflclency 
Period 

Valentine 

3.2M,00 

Boys'  Phys. 
Culture 

1  study  I*erIoiI  1 


botweon  cIubwjs,  two  slgunls  for  chaDglng. 


CAIJFORNTA    HIGH    SCHOOL    PRINCrpAI^S.  143 

The  (joiifcreiice  plan  works  as  follows:  Out  of  the  st^vcii  daily  rc<-ita- 
tions  or  class  perio<ls  we  liavc  sot  a])art  one.  or  in  sonio  eases  two,  wiiich 
we  have  designated  as  ''defieieney  pei-iods/'  If  a  j)ii|)il  has  fMJlcii 
behind  in  any  one  of  his  subjects  he  must,  during  the  deficiency  period, 
set  apart  for  this  particular  subject,  go  to  his  teacher  for  consultation 
and  conference  and  instruction  regarding  the  work  in  which  he  lias 
fallen  behind  his  class. 

The  teacher  has  here  an  excellent  opportunity  of  guiding  and  stinni- 
lating  the  pupil  through  individual  direction.  Besides  the  chance 
offered  "to  make  up"  lost  lessons,  there  is  also  always  the  opportunity 
of  showing  the  pupil  how  to  proceed  with  future  lessons;  not  doing  the 
work  for  him,  but  teaching  him  the  best  way  in  which  to  do  it  for  liim- 
self ;  teaching  him  to  do  by  doing  for  him.self. 

The  deficiency  i)eriod  of  any  of  oui-  teachers  takes  precedence  over 
any  class  period.  In  other  words,  if  .lack  is  behind  in  his  Latin,  he 
wall  be  required  to  call  upon  the  Latin  teacher  during  her  deficiency 
period,  whether  he  be  in  the  study  hall  or  in  some  other  class. 

AVe  were  at  first  apprehensive  lest  the  calling  of  a  pupil  out  of  a 
class  for  deficiency  purposes  might  produce  friction  in  the  faculty. 
But  our  fears  have  been  unfounded.  If  a  pupil  is  called  into  a  defi- 
ciency conference  from  another  class,  the  teacher  of  such  class  is  gen- 
erally reasonable  enough  to  comprehend  that  the  jtiipil  is  called  from 
that  class  because  the  occasion  is  urgent. 

This  form  of  supervised  study  has  produced  in  many  cases  a  w^onder- 
fully  sympathetic  bond  between  teacher  and  pui)ii.  During  this  defi- 
ciency period  there  is  an  absence  of  formalism  and  professional  atti- 
tudism.  The  intangible  but  natural  barriers  that  loo  often  exist  in  the 
classroom  betw'een  teacher  and  pupil  seem  to  be  completely  broken  down 
during  this  deficiency  period,  often  resulting  in  a  heart-to-heart  talk 
between  teacher  and  pupil. 

It  is  frequently  represented  by  a  confession  of  remissness  on  the  part 
of  the  pupil  with  a  sincere  promise  of  doing  better;  wdiile  at  the  same 
time  the  sympathies  of  the  teacher  are  drawn  out  by  the  frankness  of 
the  pupil  and  the  consequent  better  understanding  of  the  character  of 
the  pupil.  This,  then,  represents  one  form  of  our  supca-vised  study. 
It  deals  particularly  wdth  the  individual. 

While  the  conference  plan  of  the  deficiency  period  serves  an  excellent 
purpose  for  direction  and  guidance  of  the  study  of  the  individual,  it 
does  not,  of  course,  reach  the  pupils  as  a  class. 

We  recognize  the  truth  of  Mr.  L.  I.  Loveland's  statement  when  he 
says  that  there  should  be  a  definite  period  set  aside  for  teaching  pupils 
"how  to  study."  For  that  reason  we  have  set  aside  one  period  every 
day  for  this  particular  purpose.     While  Mr.  Loveland,  as  principal  of 

10— .31381 


144  PROCEEDTN'fiS   OF    CONVENTION 

the  high  school  at  Pottstown,  Pa.,  has  set  aside  the  last  period  in  the 
day  for  supervised  study,  we  have  found  it  advisable  to  bejrin  the 
school  day  45  minutes  earlier  and  take  the  extra  period,  between  8.15 
and  9.00,  for  supervised  study.     (See  program.) 

The  first  period  in  the  morning,  then,  preceding  the  reguhir  class 
work,  is  the  supervised  study  period.  Besides  this  first  period  we  liave 
.seven  regular  recitation  or  laboi'atory  periods  cf  40  minutes  each,  the 
first  recitation  period  beginning  at  9.00  o'clock. 

At  8.15  o'clock  the  pupils  will  go  Monday  morning  to  tiieir  respective 
rooms  for  the  9  o'clock  recitations.  They  will  there  get  instruct ion^ 
as  to  the  proper  method  to  pursue  in  studying  the  lessons  in  these 
particular  subjects  for  the  next  two  weeks.  On  Tuesday  at  8.15  a.m. 
(the  regular  supervised  study  period)  tlie  pupils  liaving  recitations 
during  the  second  period  in  the  morning  (9.46)  will  be  given  instruc- 
tions as  to  the  best  manner  of  preparing  their  lessons  in  those  subjects 
for  the  next  two  weeks.  On  Wednesday  tlie  i)upils  will,  during  the 
supervised  study  period,  be  instructed  in  tlie  most  efficient  way  to 
study  the  subjects  of  the  third  period  for  the  ensuing  two  weeks.  And 
so  on.  until  the  cycle  of  the  seven  periods  is  com[)lete(l. 

Kvery  teacher  in  our  corps,  then,  has  an  opj)ortunity  of  beginning 
tlie  daily  work  by  saying  to  the  class:  "Here  is  the  best  way  to  prepare 
or  to  study  the  lessons  for  the  next  two  weeks.  These,  things  are  impor- 
tant and  form  the  backbone  of  the  work;  those  others  are  essential 
only  in  so  far  as  they  are  an  aid  in  completing  tiie  subject."*  The 
teacher  has  here  an  opportunity  of  pointing  out  to  the  pu])il  what  to 
remember  and  what  to  forget.  The  latter  is  quite  as  iiii|)ortant  as  the 
former. 

As  may  be  seen  from  the  foregoing,  our  supervised  study  has  a  two- 
fold purpose,  to  reach  the  individual  as  such,  and  to  reach  the  class  as 
a  whole.  The  former  we  try  to  reach  through  the  c(»nference  plan  of 
the  deficiency  period,  and  the  latter  we  attain  llirongli  the  daily  extra 
period. 

We  think  that  our  system  of  supervised  .study  enal)les  us  to  get  a 
iiuiriiiinm  (unoHiil  of  <l)'ui<ii(fi  witli  ;i  iiuiiinnim  dinottnl  of  rturgt) 
(xpcndrd.  We  put  our  own  particular  system  of  supervised  study  into 
use  at  the  beginning  of  the  jjivsent  school  year,  August  7;  and  we  find 
liiat  it  is  at  least  partially  coming  up  lo  our  expectations,  so  far  as 
efficiency  is  concerned.  We  have  an  enrolliiieiit  of  alxtut  three  liiui- 
drefl   jnipils. 

It  riia\'  interest  you  to  know  soiuelliing  aitoiit  the  results  ujion  our 
school  work  of  the  introduction  of  supei-vised  study,  in  our  school  we 
indicate  scliolarshi])  by  one  of  the  following  three  markings:  "(Jood," 


•Hall-Qiie.st'.s  Siipfi-vi.sed   Slii(l>'. 


CAIJPORNIA    HIGH    SCIIOOIi    PRINCIPALS. 


14." 


"fair"  or  "i)0()r."  We  liavc,  in  past  years,  tried  all  kinds  of  iiiark- 
ings,  l)ut  have  finally  settled  ui)()n  these  three  hecause  each  one  seems 
to  be  but  the  natural  answer  to  the  (luestion  of  .Johnnie's  fatlier  when 
he  asks,  "What  kind  of  work  is  luy  l)oy  doin^  in  such  and  such  snl)- 
jects?"  We  issue  reports  to  all  parents  inontidy.  The  markiii'^s 
expressed  in  percentage  for  the  tii-st  semester  of  tlie  i)resent  school  year 
are  as  follows : 

Analysis    of    Class    Records,    Fall,    1916.     Vallejo    High    School,   Cal. 


Good 
Per  cent 

Fair 
Per  cent 

Poor 
Per  cent 

First  month 

Second  month     .    .           

38 
40 
44 
48 
52 

47 
47 
48 
45 
43 

15 
13 

Tiiird  month 

8 

I'ourth  month  _.    . _.    _        

7 

Fifth  month        .  _ 

5 

Note. — Since  addressing  tlie  California  Higli  School  Principals'  Convention  on  the 
above  subject  our  annual  high  school  records  for  1916-17  have  been  completed.  They 
•show  a  substantial  increase  in  the  first  grade  markings  and  a  remarkable  decrease 
in   the  third  grade  markings,  as  may  be  seen  from  the  following: 

Analysis  of  Class   Records,   1916-1917,   Vallejo    High    School,   California. 


Oootl. 
per  cent 

Fair, 
per  cent 

Poor. 
I)er  cent 

First   month    

Second    month ._             _     _        

38 
40 
44 
48 
52 
57 
54 
56 
51 
55 

47 
47 
48 
45 
43 
39 
41 
41 
45 
43 

15 

13 

Third  month _ _.    __      

8 

Fourth   month     ._      _  _    

7 

Fifth    month         _      _             _         _ 

5 

Sixth   month       _           _____    __ 

4 

Scn'onth    month    

Eighth   month    _. 

5 
3 

Ninth   month     _.  __ _.     _              ._    _  ._ 

4 

Tenth  month        .            .         _ 

2 

<^ 

?V0 

Graph 

call 

y  R 

epreser 

ted. 

^ 

^ 

^ 

Xj 

■i 

;^ 

JSi}lCe 

A. 

\ 

\ 

Z^^h  - 

\ 

\ 

.3  r3  ■■ 

N 

'f<( 

i/tk  •■ 

/ 

r 

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/■ 

^r 

(o^i-  " 

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Sii  " 

"^ 

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f^k  •■ 

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V 

H 


146  PROCEEPTXOS   OF    CONVENTION 

"Good''  is  the  liigliest  nuirkiiig.  "Poor"  means  unsatisfaotorv  work. 
You  Avill  o)>S('rve  that  out  of  evory  one  luiudrod  markings  during  tlie 
tirst  month  38  were  "good"  and  15  "poor."  During  the  second  month 
40  per  cent  were  "good"  aiul  13  per  cent  "poor."  The  third  month 
shows  a  like  increase  in  the  "good's."  there  being  44  per  cent,  witli  a 
decrease  in  "poor's"  there  being  only  8  per  cent,  while  during  the  last 
month  the  percentage  of  high  marks  was  52  and  low  marks  had  fallen 
down  to  5.  In  other  words,  there  has  been  a  steady  increase  apparently 
in  the  i)ercentage  of  highest  marks  with  a  corresponding  decrease  in 
the  percentage  of  poorest  marks. 

We  believe  that  the  increase  in  the  percentage  of  the  higher  markings 
is  brought  about  very  largely  by  a  somewhat  changed  attitude  of  the 
pupil  toward  his  studies.  Since  we  have  adopted  the  plan  of  giving 
more  time  to  directing  the  pupil's  energy  in  studying  and  thinking, 
many  of  our  pupils  have  evinced  an  interest  where  they  were  formerly 
apparently  indififerent. 

Tn  anticipating  the  question  as  to  what  have  been  our  most  serious 
ditficulties  in  administering  the  plan,  let  me  say  that  I  have  been  par- 
ticularly gratified  at  the  attitude  of  our  faculty  toward  the  su!)ject  of 
supervised  study.  I  had  anticipated  at  least  a  demurrer  on  the  part 
of  our  teachers  at  the  introduction  of  an  extra  period  of  work.  How- 
ever, the  fault  is  mine;  I  should  have  known  them  better,  after  my 
long  acquaintance  with  most  of  them. 

At  a  recent  faculty  meeting  I  presented  the  statistics  quoted  above,  and 
judging  from  the  gratified  expressions.  I  am  confident  that  the  teachers 
feel  repaid  for  the  extra  energ>^  which  they  have  put  forth  in  behalf 
of  the  pupils.  As  for  the  pupils,  I  have  heard  of  no  complaint  on 
account  of  the  additional  extra  period.  On  the  other  hand,  I  have 
heard  from  a  score  of  parents  expressions  of  commendation  for  the 
faculty.  So  much  for  the  attitude  of  teachers  and  pupils  toward  the 
system. 

I  am  frank  to  confess  that  I  have  observed  the  following  difficulty 
(and  occasionally  do  observe  it  still)  in  the  practice  of  the  system  of 
supervised  study.  It  is  this,  namely,  that  the  teacher  will,  unless  she 
is  on  her  guard,  unconsciously  swerve  from  the  part  of  directing  and 
instrncting  the  pupils  in  "how  to  .study,  how  to  use  their  intellects, 
how  to  master  quickly  and  with  skill  their  various  tasks"  and  allow 
lit-rst'lf  to  run  into  the  groove  of  regular  recitation.  I  have  experi- 
•  •nccd  the  same  difficulty  with  my  own  class  in  Current  History.  But 
the  signs  are  hopeful;  we  aiv  Irarning.  and  we  hope  to  reach  our  ideal 
sojne  day. 

Sutriming  up,  then,  I  may  say  that  we  attain  our  results  of  supervised 
study  through  the  conference  plan  for  the  individual,  the  dailij  extra 


CALrPORNIA    HIGH    SCIIOOT;    PKIN(JII'ALS.  147 

period  for  (he  class,  together  with  a  (loiil)le  period  in  cei-tain  sulijccis 
that,  from  their  very  nature,  deniaiul  more  time  and  attention  tlian  the 
ordinary  studies,  sueli  as  Physics,  Chemistry,  Domestic  Science;,  Typ- 
mg,  etc. 

The  supervised  study  period  is,  in  the  main,  one  of  pleasure  and 
inspiration  to  our  pui)ils  and  our  teachers.  A  comradeship  relation 
seems  to  have  grown  out  of  this  very  work,  in  which  the  teacher 
l)eeomes  the  good  friend  who  is  trjnng  to  aid  the  young  people  in  their 
work,  instead  of  iinding  through  recitations  vulnerahle  points  in  tlieir 
(Micyclopedic  epidermis. 

As  a  further  aid  in  the  accomplishment  of  our  work  of  supervised 
study,  our  board  has  been  kind  enough  to  furnish  us  with  an  ample 
number  of  copies  of  McMurray's  "How  to  Study  and  Teaching  How  to 
Study";  of  Dr.  Earhart's  "Teaching  Children  How  to  Study";  of 
Dr.  Johnston's  "The  Modern  High  School,"  as  well  as  of  Mr.  Hall- 
Quest's  "Supervised  Study." 

Richard  L.  Sandwick,  principal  of  Deerfield-Sliields  High  School, 
Highland  Park,  111.,  a  short  time  ago  issued  a  little  book,  the  purpose 
of  which,  the  author  tells  us,  is  "to  place  before  young  students,  in 
simple  forms,  the  general  principles  of  effective  study."  The  tith;  is 
"How  to  Study  and  What  to  Study."  We  have  placed  this  book  in 
the  hands  of  our  first  year  high  school  pupils,  giving  them  a  course  of 
six  Aveeks  in  the  subject.  We  expect  valuable  results  from  the  guidance 
and  directions  given  in  this  course. 

I  can  think  of  no  more  fitting  way  of  closing  than  to  say  to  you  what 
I  had  occasion  to  say  to  State  High  School  Commissioner  Wood  a  short 
time  ago,  "As  a  last  word,  I  am  perfectly  willing  to  admit,  that  in  the 
matter  of  supervised  study  we  are  still  struggling  for  light,  somewhat 
like  Longfellow's  Savage,  'Groping  in  the  darkness  for  the  Hand 
we  see  not.'  It  is  with  a  confident  hope,  however,  that  some  day  we 
may  feel  the  reassuring  clasp  of  that  Hand  as  it  shall  lead  us  into  the 
light  of  the  new  psychology — natural  teaching." 


148  I'KOCEEDINGS   OF    CONVENTION 

CO-OPERATION  IN  THE  TEACHING  OF  ENGLISH. 

1".   H.   P.OKEX,   Piimipal   I.iiul.say   High  Stliool. 

Tlie  topic  upon  whifli  the  Coiuniissioner  of  Secondary  Schools  lias 
asked  me  to  address  you,  "Co-operation  in  the  Teaching  of  English,"  is 
one  which  in  its  fundaincutals  leaves  little  room  for  argument.  We  are 
all  agreed,  i  believe,  that  the  English.  l)(»th  oral  and  written,  conuuonly 
iLsed  by  our  high  school  pupils  and  l)y  our  high  school  graduates  is  far 
inferior  to  what  it  should  be  after  a  period  of  language  ti'aining  ranging 
from  eight  to  twelve  years. 

If  there  is  any  single  aim  of  secontlary  education  wliich  may  lie  con- 
sidered basal  and  dominant,  that  aim  is  to  endow  our  gi-aduates  with  the 
fundamentals  of  a  liberal  education.  The  surest  sign  of  the  possession 
of  a  liberal  education  is  the  ability  to  use  the  mother  tongue  fluently, 
ea.sily,  correctly,  and  he  who  lacks  that  ability  stands  before  his  fellow 
men  deficient  in  an  essential  element  of  such  an  education.  In  so  far 
as  we  fail  to  develop  in  our  students  their  full  capacity  for  self  expres- 
sion, that  far  are  we  failing  in  the  realization  of  one  of  our  dominant 
aims. 

In  the  discussion  of  this  t(>])ic  I  confess  to  you  that  1  bring  few,  if  any. 
original  ideas  for  your  considei-ation.  A  bulletin  has  been  sent  out  from 
the  state  oflfice  which  covers  the  field  in  an  excellent  manner.  It  is  the 
product  of  the  labor  and  experience  of  a  committee  of  that  organization 
known  as  the  California  Association  of  Teachers  of  p]nglish  and  was 
sent  out  as  Bulletin  No.  7  of  the  State  l^oard  of  p]ducation.  That  bulle- 
tin has  been  in  your  possession  for  some  time  and  is  at  your  service, 
(■onsequently,  in  my  talk  this  morning  I  shall  take  if  for  granted  that 
you  have  read  it  and  are  familiar  with  its  contents.  T  shall  not,  how- 
ever, take  it  for  granted  that  many  of  you  have  made  any  definite  use 
of  it.  Recent  repoi-fs  from  the  chaii-man  of  the  committee  lead  me 
to  believe  that  the  bulletin  has  not  been  as  productive  of  constructive 
activity  as  it  deserved  to  be.  ^ly  efforts  today,  then,  shall  be  toward 
the  end  that  co-operation  in  the  teaching  of  English  may  soon  lie  the 
rule  in  California  high  sehools  rather  than  the  exception. 

The  old  motto.  "Cnited  we  stand,  dixided  we  fall."  will  serve  to 
illusti-ate  my  first  point,  which  is  that  co-operatioji  is  necessary  if  wo 
are  to  achieve  the  desired  results.     Permit  me  to  (|Uote  from  the  liulletin  : 

"It  is  a  mistake  to  suppose  that  any  English  cuiTiculum.  how- 
ever ideally  planned,  can  of  itself  .secui-e  the  desii-ed  results  in 
either  oral  or  written  expression.  The  fallacy  of  such  a  sui)posi- 
tion  is  apparent  as  soon  as  one  reflects  that  the  task  before  us  is 
that  of  creating  in  our  students  hahils  of  eflFective  expression,  and 
that  such  habits  can  be  formed  only  by  a  more  extensive  practice 
than  is  possible  fluring  the  limited  time  of  En<;lish  study.  Again, 
is  it  i-eas(  nable  to  suppose  that  b;i(l  habits  of  expression, 
accumulated  during  many  years  and  aggravated  constantly  by  the 
myriad   examples  of  poor  English   in   the  student's  environment. 


CALIFORNIA    HIGH    SCHOOL    PRINCIPALS.  14!) 

can  be  clKM-kcd  and  made  over  in  one  class,  while  they  aiv  tolerated 
in  othei-  classes'  I'nless,  then,  the  efforts  of  the  Eiit^lish  depart 
nient  are  supplemented  in  other  departments  l)y  a  e(mtit)ual  and 
rijjid  demand  for  ji'ood  Englisli,  no  habits  of  etfeetive  speaking  and 
Avriting  will  be  established.  AVithout  eo-o])erati()ii  there  is  constant 
danger  that  teachers  of  other  subjects  will  foster  the  very  conditions 
we  are  trying  to  remedy. 

"Thus  it  follows  that  unless  co-operation  is  observed  all  othei- 
plans  or  remedies  will  necessarily  fail  of  truly  efticient  results. 
Habit  is  the  keynote  of  all  training  in  English  expression  ;  to 
establish  correct  habits  by  the  constant  demand  for  effective 
English  in  all  subjects  is  absolutely  the  only  hope  of  attaining 
satisfactory  results." 

That  the  need  is  recognized  by  the  rniversity  of  California  is  shown 
by  the  following  resolutions  passed  ])y  the  schools  committee  of  that 
institution  : 

"B(^  it  resolved,  That  th{>  (Committee  on  Schools  regards  as 
highly  desirable  the  co-operation  of  all  departments  of  a  high  school 
in  securing  a  correct  and  effective  use,  oi'al  and  written,  of  the 
English  language;  and  that  this  connnittee  shall  encourage  in  all 
po&sible  Avays  the  extension  of  the  i)rinciple  of  co-operation  in  the 
high  schools  of  the  state ; 

"And  be  it  further  resolved,  That  this  committee  does  herinvitli 
cordially  approve  the  report  on  such  co-operation  prepared  by  a 
committee  of  the  California  Association  of  T(^achers  of  English,  and 
submitted  to  the  principals  and  teachers  of  the  California  high 
schools  by  the  Commissioner  of  Secondary  Schools;  also  the  plan 
of  co-operation  suggested  in  this  report ; 

"And  be  it  further  resolved,  That  this  committee  shall  instruct 

all  school  examiners  and  visitors  to  inquire  particularly  as  to  the 

amount  and  success  of  such  co-operation  in  each  and  every  school 

that  may  be  visited. ' ' 

As  proof  of  the  sincerity  of  the  university  in  the  matter  1  call  youi- 

attention  to  the  fact  that  within  the  university  itself  there  is  in  ()pei-a- 

tion  a  scheme  of  co-operation  in  English.     I  have  in  my  possession  the 

university's    blank    report    on    delinquency    in     English    expression. 

Explanations  on  the  back  of  the  blank  bring  out  the  fact  that  each 

instructor  is  requested  to  co-operate  in  a  plan  to  make  for  better  written 

expression.     The    plan    involves    the    warning   of   the    student    of    his 

deficiency,  report  of  repeated  delinquency  to  the  proper  committee,  and 

finally,  assignment  to  special  work  in  English,  if  such  action  is  deemed 

necessary  or  advisable. 

Furthermore,  the  very  fact  that  the  iiniversit>-  feols  it  necessary  to 
take  such  a  step  shows  that  we  ourselves  have  been  delin.pient  in  failinir 
to  give  proper  training  to  and  to  inculcate  proper  haliits  in  the  students 
who  were  to  attend  the  university. 

The  facts  in  the  case,  then,  seem  to  be  about  as  follows.  Foi-  years 
practically  all  of  us  have  been  placing  upon  the  department  of  English 


150  PROCEEDINGS   OF    CONVENTION 

almost  complete  rosponsibility  for  the  formation  of  proper  habits  of 
expression.  We  have  given  insuffieient  eonsideratiou  to  tlie  fact  that 
the  student  is  under  the  direction  of  his  teacher  of  English  not  more 
than  two  hundred  minutes  per  week — in  composition  work  not  more 
than  eighty  minutes  per  week — and  that  to  expect  this  one  teacher  to 
overcome  in  that  short  period  the  l)ad  liabits  of  expression  acquired  in 
the  home,  on  the  playground  and  in  the  social  environment  is  ridiculous. 
Without  eo-opciation  the  English  department  is  the  only  one  vitally 
interested  and  as  a  result  of  that  interest  and  its  attendant  responsi- 
bility has  been  saddled  with  the  major  portion  of  the  criticism.  Why 
should  not  the  other  departments  assume  their  share  of  the  responsi- 
bility? High  school  students  are  in  school  not  more  tlian  five  hours 
per  day,  five  days  per  week,  from  thirty-six  to  forty-two  weeks  per  year. 
If  during  every  minute  of  that  time  careful  attention  were  paid  to 
the  use  of  English,  the  time  would  be  too  short  to  make  a  complete 
substituti(m  of  habits  of  good  usage  for  the  habits  of  poor  usage 
contracted  in  the  social  environment. 

About  a  month  ago  T  addressed  a  letter  of  inquiry  to  Professor  Kurtz 
of  the  University  of  California,  chairman  of  the  committee  on  co-opera- 
tion, requesting  that  he  give  me  the  results  of  a  questionnaire  sent  out 
from  the  state  office  under  date  of  April  26,  1916.  You  will  remember 
that  the  questionnaire  was  sent  out  by  Commissioner  Wood  and  was 
designed  to  determine  just  what  schools  were  using  some  plan  of 
co-operation,  the  extent  of  the  ])lan.  and  whether  or  not  the  experiment 
had  been  pushed  with  vigor.  ProfeSvSor  Kurtz  informed  me  that  at  the 
time  I  wrote  him — one  month  ago — only  26  schools  had  reported  more 
or  less  definite  plans  of  co-operation  in  use,  81  had  reported  unsys- 
tematic co-operation,  and  49  had  reported  no  co-operation  at  all.  In  view 
of  the  fact  that  that  which  is  not  done  systematically  is  usually  not  done 
effectively.  I  am  of  the  opinion  that  the  co-operation  in  these  81  schools 
is  of  doubtful  value.  In  most  cases  they  probably  represent  the  type 
where  everybody  realizes  what  a  splendid  thing  co-operation  is  but  few 
carry  out  the  idea  in  practice.  At  best  the  plans  must  be  vague  and 
indefinite.  Professor  Kurtz  states  that  at  the  present  time  he  is  in 
correspondence  with  the  principals  of  eight  other  schools  and  that 
indications  are  that  some  form  of  co-operation  will  soon  be  inaugurated 
in  all  of  them.  With  275  schools  listed  in  l;ist  year's  din^ctory  tlie 
condition  is  apparent  at  a  glance. 

For  any  system  of  co-operation  there  are  en-lain  essential  elements. 
The  first  of  these  is  a  principal  who  is  not  only  in  sympathy  with  the 
idea  but  has  the  ability  and  the  determination  necessary  to  carry  it 
to  a  successful  issue.  'I'he  problem  is  fundamentally  one  of  adminis- 
tration and  unless  the  principal  or  his  representative  is  in  direct  con- 
trol of  the  situation  there  is  l)ound  to  be  work  of  a  hit  or  miss  variety. 


CALIFORNIA    ]  I  Kill    SrilOOI.    I'KINCIPALS.  151 

No  two  teacliers  will  liiivc  exactly  the  .sanu!  idea  as  to  what  (,'0-oi>ei'uli()ii 
means  and  unless  thoro  is  definitely  eonstnietive  direction  of  their  wuric, 
they  are  bound  to  separate  widely  in  the  carry inji;  out  of  tlie  idea.  Tiiis 
is  not  a  criticism  of  teachers  but  an  acknowledjrment  of  individual 
differences.  It  will  be  the  duty  of  the  principal,  assisted  if  necessary 
by  a  faculty  committee,  to  lay  down  rules  of  action  and  then  to 
supervise  the  work  in  such  a  way.  that  he  knows  there  is  uniformity 
of  action. 

Another  essential  element  is  a  l)ody  of  teachers  who  arc  in  sympathy 
with  the  scheme.  I  need  not  discuss  with  you  the  difficulty  of  ^'ettiujL,' 
satisfactory  work  in  any  given  line  when  the  teachers  are  out  of  har- 
mony. But  in  this  case  harmony  is  easy  to  obtain.  The  goal  toward 
which  advocates  of  co-operation  are  striving  is  so  easily  understood  by 
anyone  with  educational  vision  that  an  enthusiastic  principal  will  have 
little  difficulty  in  securing  loyal  support  in  the  program  which  he  maps 
out.  Therefore,  before  any  plan  of  co-operation  is  put  into  practice 
there  should  be  frank  and  free  discussion  of  it  in  all  its  phases,  both 
formally  in  teachers'  meetings  and  informally  in  personal  conversations, 
in  order  that  all  teachers  may  be  brought  to  realize  the  importance  of 
this  particular  line  of  work  and  its  clos(^  relationship  to  the  general 
effectiveness  of  high  school  education. 

In  the  third  place,  there  must  be  a  definite  working  plan.  Undirected 
enthusiasm  and  inspiration  in  themselves  are  not  sufficient  to  achieve 
the  desired  results.  Set  rules  and  regulations  must  be  worked  out  in 
order  that  there  may  be  uniformity  and  united  effort. 

Working  plans  will  necessarily  vary  with  schools  of  different  sizes 
and  different  atmospheres,  but  certain  basal  elements  must  be  at  the 
foundation  of  all.  I  present  for  your  consideration  five  essentials  for 
any  definite  and  complete  plan  of  co-operation  in  the  teaching  of 
English:  recitation  rules,  rules  for  all  written  work,  special  opportunity 
for  the  practice  of  oral  expression,  supervision  of  the  students'  use  of 
English  at.  all  times,  and  opportunity  for  the  correction  of  deficiencies. 

With  regard  to  suggested  plans  1  can  do  no  better  than  refer  you 
once  more  to  Bulletin  No.  7.  especially  j^ages  5  to  8.  There  we  find 
suggestions  worked  out  by  a  conuuittee  eminently  well  qualified  to 
devise  a  practical  working  plan  of  action.  However,  I  believe  that  these 
conventions  should  be  largely  experience  meetings  and  for  that  reason 
I  shall  outline  for  you  the  plan  in  operation  in  the  Lindsay  High 
School.  In  dealing  with  the  situaticn  there  I  can  speak  in  specific 
rather  than  in  general  term>s.  T  know  definitely  what  the  situation  is 
and  how  the  plan  is  working.  Consequently  T  can  speak  with  first-hand 
information  available.  We  lay  little  claim  to  originality  in  the  matter. 
From  the  highways  and  the  byways  we  have  gathered  information.  We 
have    modified    this    information    to    suit    our    local    conditions,    have 


152  PROCEEDINGS   OF    CON\  KXTION 

oi-irauized  it  to  suit  ourselves,  and  to  suit  our  vanity  and  cliallcn're  our 
loyalty  we  have  ealled  it  the  Lindsay  Plan. 

First  of  all  we  have  sets  of  rules  for  recitation  and  writlen  work. 
They  are  so  simple  in  their  nature  that  J  need  not  read  them  to  you, 
thoujrh  1  am  prepared  to  do  so  if  you  desire.  Tliey  are  sueh  as  any 
competent  teacher  of  Engrlish  might  draw  up  in  a  satisfactory  manner. 
In  brief,  they  provide  for  good  English  and  good  position  during 
recitatioiLS  and  for  good  English  and  good  form  in  written  work. 

One  of  the  strongest  single  features  of  our  plan  falls  under  the  head 
of  the  third  assential  enumerated  in  a  paragraph  above,  namely,  oi)por- 
tunity  for  special  practice  in  oral  expression.  We  have  divided  the 
school  into  ten  Oral  English  clubs  arranged  by  classes  and  each  enrolling 
about  seventeen  members.  There  are  two  senior,  two  junior,  three 
sophomore,  and  three  freshman  clubs,  each  under  the  personal  direction 
of  a  teacher.  Every  teacher  in  the  school  is  in  charge  of  a  club  and 
every  student  is  a  member  of  one.  I  confess  that  I  approached  this 
particular  part  of  the  scheme  with  fear  and  trembling.  At  (me  time 
1  taught  in  a  school  where  each  and  every  teacher  was  required  at  stated 
intervals  to  supervise  work  in  declamation.  Conditions  were  such  that 
there  was  little  or  no  interest  in  the  work  and  it  so(m  degenerated  into 
a  farce  which  did  no  good  and  {)ossibly  some  harm.  At  least  it  took 
perfectly  good  time  which  might  have  been  put  to  better  use.  With 
that  experience  in  mind  I  hesitated  at  the  thought  of  inaugurating  a 
similar  scheme  in  such  a  vital  matter  as  co-operation  in  the  teaching  of 
English.  In  a  larger  school  it  would  have  been  possible  for  me  to  plan; 
the  work  under  the  direction  of  a  few  teachers  who  were  particularly 
interested  in  oral  expression  and  have  them  manage  it.  hut  in  a  ten- 
teacher  school  it  did  not  seem  possible  to  do  that.  It  was  necessary 
for  each  and  every  one  of  us  to  put  his  shoulder  to  the  w  heel.  A  meeting 
of  our  high  school  teachers'  club  settled  the  matter.  After  a  thorough 
discussion  of  the  situation  the  teachers  were  so  entiuisiastic  over  the 
idea  and  so  willing  to  help  in  any  way  prissihle  that  we  decided  to  get 
to  work  at  once. 

Club  meetings  are  held  during  school  time,  one  period  each  Thursda\' 
being  devoted  to  them.  Tn  order  that  no  injustice  sb'all  be  done  in  the 
matter  of  time  lost  from  other  classes,  there  is  rotation  of  ])eriods  so 
that  each  class  loses  one  jiei-iod  every  seventh  week,  a  small  price  to 
pay  for  the  results  obtained. 

All  clubs  ojx'rate  inider  the  same  constitution  and  by-laws,  tliei'c 
being  no  difference  except  in  name  and  meeting  place.  The  constitu- 
tions were  taken  almost  wholly  from  a  book  which  ought  to  be  in  your 
hands  whether  you  use  it  as  a  text  or  not.  1  refer  to  Brewer's  Oral 
English.  We  have  received  more  help  from  that  book  than  from  any 
other  single  source.  1  refer  you  to  pages  2!tH-:i()l  for  a  model  constitu- 
tion which  can  easily  he  adapted  to  the  needs  of  any  school.     In  view 


CALIFORNIA    HIGH   SCllOOI-    IMnNCIl'AI.S.  153 

of  the  fact  that  some  parts  of  our  constitution  are  unicjue  as  far  as  my 
experience  goes,  I  shall  take  the  liberty  of  quoting-  a  few  sections : 

"Article  4.  Section  2  :  Tiie  prosidpnt  shall  ho  eleotcd  at  the  hrginning  of  each 
meetins.  The  president  of  the  i)r("\ioiis  nicctin;;  sliiill  coiuhut  the  ejection, 
whicli    shall    he    without    hallot. 

"Article  4,  Section  It:  The  secretary  ami  the  critic  shall  ho  appointed  hy  the 
president. 

"Article  7:  It  is  understood  that  the  acts  of  this  orj^anization  arc  subject 
to  the  approval  of  the  teacher,  who  may  at  any  time  take  charge  of  the  meeting. 

"By-Laws:  Article  1,  Section  1  :  Xo  person  shall  serve  in  any  one  office  for 
more  than  one  meeting  in  one  semester. 

"Article  1,  Section  (> :  The  president  and  secretary  for  each  raeeting  shall  act 
with  the  teacher  as  a  protjram  committee   for  the  sncceedinj;  meeting. 

"Standing  Rule  No.  1  :  It  shall  he  th(>  dnty  of  each  memher  to  come  to  each 
meeting  prepared  to  si)eak  hefore  the  organization. 

"Standing  Rule  No.  5:   No  memher  shall  he  allowed  to  decline  an  ofhce." 

Our  short  experience  of  last  year  showed  that  we  could  not  leave  the 
matter  of  programs  entirely  in  the  hands  of  club  program  committees 
and  expect  the  best  results.  This  year,  therefore,  we  have  a  faculty 
committee  consisting  of  the  two  teachers  of  English  and  the  principal. 
The  committee  determines  the  general  character  of  each  program,  leaving 
it  to  club  committees  only  to  select  speakers  and  to  determine,  if  neces- 
sary, the  exact  nature  of  the  program  within  the  limits  established  by 
the  faculty  committee.  Such  a  plan  makes  it  possible  for  a  definite 
series  of  programs  to  be  held,  each  looking  toward  the  accomplishment 
of  a  certain  end.  To  illustrate:  Our  first  two  meetings  this  year  wcm-c 
debates.  That  feature  was  selected  because  there  is  natural  interest 
in  competition,  and  we  wished  to  work  up  enthusiasm.  In  the  second 
debate  teachers  and  students  alike  came  to  realize  how  incompetent  and 
untrained  the  speakers  really  were  and  the  need  for  systematic  effort 
was  recognized.  To  meet  the  need  the  faculty  committee  planned  a 
series  of  meetings  with  the  thought  of  giving  the  necessary  preliminary 
training.  The  programs  in  their  orcier  were:  a  series  of  "How  to  — " 
speeches  designed  to  give  practice  in  speaking  on  a  familiar  topic;  a 
series  of  reports  on  points  to  be  remembered  in  addressing  an  audience 
(Brewer's  Oral  English,  Chapter  3)  ;  a  series  of  argumentative  talks; 
and  a  debate.  This  debate  ^vas  followed  by  interclub  debates  designed 
to  incite  rivalry  and  to  give  each  club  an  opportunity  to  see  what  some 
other  club  was  able  to  do.  At  present  we  are  working  toward  tlic 
presentation  of  scenes  from  famous  plays.  We  shall  work  through  the 
steps  of  extempore  dialogues  and  extempore  plays. 

In  all  these  programs  certain  topics  are  assigned  definitely  to  certani 
members,  but  there  is  usually  a  general  topic  upon  which  extempore 
speeches  may  be  made.  Even  if  there  is  no  such  topic  assigned  in 
advance  the  chairman  does  not  hesitate  to  call  upon  members  for 
impromptu  speeches. 

Recognizing  the  fact  that  poor  language  conditions  on  the  play- 
ground often  neutralize  good  conditions  in  the  classroom,  we  devised 
what  we  call  "Use  of  English"  grades.     Each   month   every  teacher 


154  PROCEEDINGS   OF    CONVENTION 

submits  to  the  office  a  grade  for  every  pupil  coming  under  his  olsserva- 
tiou  during  the  i)receding  month.  We  attempt  to  supervise  the 
students'  use  of  English  at  all  times  when  they  are  under  school  control 
and  to  grade  them  even  though  they  do  not  come  under  our  immediate 
instruction  in  the  classroom.  The  grades  thus  submitted  are  sum- 
marized and  a  grade  entered  on  the  student's  card  which  is  in  con- 
formity with  the  collective  judgment  of  the  teachers. 

As  yet  we  have  not  definitely  met  the  problem  of  affording  the 
students  special  opportunity  for  correcting  known  deficiencies.  Tlie 
burden  here  rests  on  the  teachers  as  individuals,  particularly  upon  tliose 
in  the  English  department.  Conditions  differ  from  those  in  the  ordinary 
school  only  in  that  a  higher  percentage  of  teachers  are  personally  inter- 
ested in  the  matter  and  therefore  give  it  more  attention.  The  plan, 
however,  as  a  definite  working  scheme  is  short  in  this  particular. 

Estimating  the  results  of  a  system  which  has  been  in  operation  less 
than  a  year  is  a  difficult  matter  at  best.  To  that  diflficulty  the  personal 
element  is  added  in  this  case.  In  attempting  to  measure  the  results  of 
any  experiment  for  which  we  ourselves  are  responsible  we  are  apt  to 
make  the  wish  father  to  the  thought  and  to  see  only  the  good  things. 
To  safeguard  myself  in  this  particular  I  shall  say  at  the  beginning 
of  my  summary  that  no  marvelous  results  have  been  obtained.  The 
school  has  not  been  revolutionized.  On  occasion  we  still  hear  ''I  seen" 
and  "I  aint  got  no"  and  now  and  then  an  examination  paper  comes  in 
which  would  dishearten  the  most  sanguine.  Nevertheless,  some  very 
desirable  results  have  been  obtained,  results  that  tell  us  that  we  are 
on  the  right  track  and  that  give  us  the  courage  to  persist  in  our 
efforts.  We  believe  that  when  the  time  has  come  that  every  class  in  the 
high  school  has  been  under  the  influence  of  the  co-operative  system  dur- 
ing the  whole  of  its  high  school  life  the  standard  of  English  usage  will 
be  appreciably  higher  than  it  has  been  in  the  past. 

Certain  definite  results  are  worthy  of  your  attention.  First,  the 
reaction  upon  the  teaching  force  has  been  beneficial.  At  Lindsay  we 
high  school  teachers  are  much  like  the  teachers  in  most  high  schools 
of  the  state.  Rome  have  always  been  careful  of  their  use  of  English 
and  by  their  example  have  been  a  source  of  inspiration  to  their  pupils. 
Others  have  been  careless  and  have  tolerated  carelessness  in  others.  I 
have  noticed  that  all  have  become  more  careful.  Students  have  been 
criticised  by  teachers  and  have  in  turn  become  more  critical  of  their 
teachers,  with  the  net  result  that  all  of  us  are  more  careful  than  we 
were.  Personal  pride  is  the  cliief  factor,  for  we  like  to  ai)pear  well  in 
our  ))upils'  eyes. 

Ill  ;i  sMpplcmcntaiy  iiiaiincr.  Ilic  Ic.iclicrs  arc  more  critical  of  the 
students.  Standard  rules.  cou|)le(l  with  the  fact  that  grades  must  be 
given  every  fourth  week,  have  made  them  more  ol)scrvant.  They  .see 
more  keenly  and  correct  more  faithfully. 


CATjTFORNTA    TTTOTT    SniOOTi    PRINCTPAI-S.  If).") 

The  students  are  uioro  earel'ui  of  their  own  laiigua-ie  lliaii  tlic\-  were 
before  we  began  the  experiment.  On  the  o:ronnfls  or  elsewhere  when 
one  of  them  has  l)een  guilty  of  a  noticeable  gj-aiumatical  error,  he  is 
very  apt  to  hear  "  'D'  in  Use  of  English"  immediately.  f'D"  is  onr 
grade  for  poor  work.)  This  was  particnlarly  in  evidence  for  the  tirst 
two  or  three  months  the  system  was  in  operation,  bnt  is  still  ai)pai'eiit. 
even  though  the  newness  has  been  well  wor-n  off. 

As  I  indicated  a  few  moments  ago.  T  believe  the  Oral  P^nglish  clubs 
liave  been  the  strongest  single  feature  of  the  i^lan  and  have  been  pro- 
ductive of  the  most  good.  In  the  eyes  of  the  inijiils  they  seem  to  have 
been  the  focns  of  all  the  scheme.  They  were  the  feature  which  was 
distinctly  out  of  the  ordinary  and  they  innnediately  seenred  and  have 
steadfastly  held  the  interest  of  all  teachers  and  practically  all  pupil.<!. 
They  have  called  home  to  everyone  that  the  nse  of  good  English  is  not 
merely  of  scholastic  concern,  bnt  has  direct  connection  with  everyday 
life.  They  have  been  looked  npon  as  of  vital  concern,  important  enough 
to  cause  the  setting  aside  of  regular  lessons  at  stated  intervals.  The 
programs,  with  few  exceptions,  have  been  good,  interesting,  and  instruc- 
tive as  well.  Onr  boys  and  girls  are  more  able  to  stand  firmly  upon 
their  feet  and  talk,  thinking  on  their  feet  instead  of  with  their  feet. 
We  have  practically  no  real  debaters,  for  we  are  not  trying  to  develop 
debaters,  but  we  have  many  who  can  stand  before  an  audience  and 
speak  intelligently  and  with  proper  regard  for  the  mother  tongue. 

Written  work  is  better  under  the  same  old  conditions,  insistent  and 
persistent  demand  for  better  work.  Our  advantage  lies  in  the  fact  that 
more  people  are  making  the  demand  under  the  co-operative  system  than 
did  so  under  the  nonco-operative.  We  still  weep  over  some  papers,  but 
the  number  is  less  in  spite  of  the  entrance  of  a  first-year  class  decidedly 
below  normal.  Practically  all  papers  show  improvement  in  superficial 
appearance.  The  margins  are  better  and  the  general  form  is  more 
pleasing — or  less  displeasing,  depending  on  the  point  of  view. 

In  conclusion  let  us  summarize  the  facts  in  .iust  a  few  sentences. 
In  the  past — and  in  the  present,  too — too  great  responsibility  has  been 
placed  upon  the  teachers  of  English  in  the  matter  of  the  formation  of 
proper  habits  of  English  usage  among  the  students  of  our  high  schools. 
Too  little  responsibility  has  been  placed  upon  the  teaching  force  as  a 
whole.  As  a  result  deserved  criticism  has  been  and  is  being  directed 
toward  the  high  school.  The  problem  of  meeting  the  conditions  is 
essentially  one  of  administration.  As  school  administrators  it  is  our 
duty  and  it  should  be  our  pleasure  to  endorse  and  to  put  into  operation 
those  plans  which  are  for  the  general  Avelfare  of  the  schools  under  our 
charge.  May  I  leave  with  you  this  plea :  that  you  will  give  the  idea  of 
co-operation  in  the  teaching  of  English  your  most  earnest  consideration 
to  the  end  that  you  may  see  the  advantage  of  team  work  over  individual 
play  in  the  inculcation  of  proper  habits  of  expression,  and  may  adopt 
or  devise  schemes  to  carry  out  in  practice  what  you  accept  in  theory? 


156  PROCEEDINGS   OF    CONVENTION 

CO-OPERATION  IN  THE  TEACHING  OF  ENGLISH. 

(1.   A.    Hi)NL>,  I'riniipal   Sarua   Cruz  HiKli   Silioul. 

There  an*  two  points  in  tliis  matter  of  co-operation  in  the  ti'aeliin.«? 
of  English  which  I  wish  to  discuss  briefly. 

In  tlie  first  place,  it  is,  of  cour.se.  very  necessary  to  provide  a  sfisfem 
of  co-o|)eration.  No  one  will  jiainsay  that,  but  any  .system  is  dependent 
for  its  success  wholl.N'  upon  a  s/jirif  of  co-ojiei-ation.  ilciice  the  ((uestion 
how  to  secure  such  a  spirit  of  co-operation  is  vital  in  its  importance.  I 
have  to  suggest  the  following  three  steps  in  such  a  procedure.  These 
have  been  used  with  satisfaction  in  the  school  from  which  T  come. 

First,  get  a  thorougli  conviction  on  the  i)art  of  all  tiie  teachers  of  the 
essential  importance  of  co-operation  in  the  teaching  of  Hnglish.  This 
involves  their  recognition  of  two  facts : 

First — that  habits  of  correct  expression  are  an  essential  part  of  the 
pupil's  education. 

Secoitd — that  it  is  theii-  job,  and  not  nierel.\  tliat  of  the  P^nglish 
teachers,  to  develop  those  habits. 

The  second  step  is  this:  In  the  fornudation  of  a  ])lan  or  system,  tlie 
work  should  be  done  ))y  a  faculty  committee.  This  secures  a  feeling 
of  harmonious  co-operation  such  as  would  be  imposible  if  the  plan  were 
handed  down  from  above.  It  also  makes  it  apparent  that  it  is  not  the 
Inisiness  of  the  Engli.sh  Department.  And  this  desirable  effect  is  most 
.surely  produced  if  in  the  .selection  of  such  a  committee  one  does  not 
even  include  any  of  the  English  teachers. 

The  third  step  is  to  provide  for  "follow  up"  work.  The  system  may 
be  ever  so  clever,  and  the  spirit  enthusiastic,  but  it  will  die  a  gradual 
death  if  it  is  left  to  itself.  The  principal  must  keep  faithfully  after  it. 
This  presupposes  deep  and  eai-nest  conviction  on  his  part.  He  should 
watch  its  working  and  encourage  its  operation  in  all  his  supervising 
activities.  The  committee,  moreover,  which  draws  up  the  plan,  should 
be  continued  as  a  standing  committee  to  study  the  subject  and  report 
frequently,  keeping  the  matter  a  lively  one,  ever  before  the  school. 

The.se  appear  to  me  to  be  valuable  methods  of  creating  and  preserving 
a  spirit  of  co-operation  among  teachers. 

Equally  important,  however,  is  the  spirit  of  co-operation  among  the 
students,  though  this  is  much  harder  to  secure.  It  .should  be  a 
school  affair^  a  part  and  exj)re.ssion  of  the  sciiool  spirit — its  tradition 
and  its  pride.  'I'liere  should  be  both  an  individual  and  a  communitv 
ambition  to  speak  and  write  well.  To  bring  this  about  the  principal 
should  talk  to  the  pupils  in  groups  at  the  beginning  of  the  year,  speak- 
vng  enthusiastically  oji  the  subject,  and  endeavoring  to  arou.se  their 
interest  and  ambition  both  as  individuals  and  as  a  school.  Then  the 
teachers  must   keep  the  subject  before  the  students'  consciousness  by 


CALIFORNIA    HIGH    SCHOOL    PRINCIPALS.  l.")? 

t"i'e((ueut  talks,  l)y  rcpoil.s  of  results,  by  rcadinj^'  aiiii-lcs  on  it  I'roiii 
educational  .iouruals  and  other  sources,  aiul  by  many  of  the  means  that 
will  be  sugcuested  by  theii'  own  ingenuity.  Finally,  the  school  i)a|)ei' 
should  be  made  an  efficient  organ  for  its  propaganda. 

The  other  point  which  I  wish  to  make  is  that  there  is,  in  all  this  con- 
eentration  of  attention  on  the  correctness  of  expression,  a  very  distinct 
<langei'.  That  is,  that  both  teachers  and  pupils  will  tend  to  misplace 
the  emphasis  from  matter  to  form.  In  all  school  work,  of  course,  the 
matter  must  be  eternally  the  more  important.  The  inuiiatui-e  student 
must  not  have  his  enthusiasm  for  interesting  subject  matter-  lessened 
by  petty  nagging  about  form. 

Here  is  one  of  the  severest  tests  of  a  teacher's  ability,  and  it  is  hard 
for  the  most  skillful  English  teacher  who  is  trained  in  this  very  par- 
ticular always  to  draw  the  line  wisely.  In  other  words,  without  eo-oper- 
ation  in  the  teaching  of  expression,  teachers  other  than  P^nglish  teachers 
are  apt  to  fall  into  the  error  of  considering  matter  everything,  and  thus 
causing  the  condition  which  we  have  at  the  present  time,  the  evil  against 
which  this  agitation  is  directed,  viz,  the  feeling  that  correct  habits  of 
speech  are  merely  a  hobby  of  the  English  teachers  and  of  no  value  in 
reality. 

On  the  other  hand,  ivillt  co-operation,  they  are  a{)t  to  fall  into  the 
opposite  error  of  heing  unskillful  in  making  form  and  matter  work 
into  their  proper  places  and  just  proportions. 

The  attitude  of  the  typical  school  teacher  in  the  "hearing"  of  a 
recitation  is  the  most  discouraging  in  the  world  for  one  to  face  who  has 
something  to  say.  There  was  once  a  teacher  on  my  faculty  who  I  felt 
was  analyzing  every  sentence  and  parsing  every  word  I  uttered  when 
I  talked  to  her.  I  couldn't  talk  to  her  comfortably.  How  could  I 
fcxpect  a  student  to  ?  The  teacher  who  is  always  on  the  alert  for  errors 
of  speech  will  show  it  so  plainly  in  his  attitude  that  he  can  not  be  an 
appreciative  audience,  and  an  appreciative  audience  is  an  absolute 
essential  in  stimulating  a  student  to  good  oral  or  written  expression. 
How  often  have  you  seen  a  school  teacher's  face  behind  the  desk  shine 
with  interest  when  a  pupil  is  reciting?  Rare  gift — to  be  able  to  forget 
sometimes  to  be  a  teacher ! 

Now,  if  this  latter  described  condition,  of  overemphasizing  form  and 
nagging  about  errors,  is  going  to  be  the  result  of  cooperation  in  the 
teaching  of  English,  it  were  far  better  not  to  have  any.  And  this  is 
the  danger  unless  there  is  high  pedagogical  skill. 

The  chief  remedy  for  this  lies  in  reducing  to  the  minimum  essentials 
the  number  of  errors  you  are  going  to  watch  for.  The  teachers  should 
all  come  to  an  agreement  on  a  few  principles,  if  the  students  follow 
which,  their  expression  will  be  satisfactory. 

In  our  school  the  committee  has  drawn  up  a  list  of  what  are  called 


158  PROCEEDINGS   OF    CONVENTION 

the  requirements  for  the  Diploma  of  Efficiency  in  Expression.  Some 
of  these  are  positive,  and  some  are  negative.  To  he  on  the  watch  for 
these  few  simple  thinf?s  will  not  take  the  teacher's  attention  away 
from  his  subject  matter,  will  not  give  him  the  critical  attitude,  the 
bearing  of  a  pedant.  Necessary  corrections  are  sufficiently  infrequent 
so  that  the  enthu'siasm  of  the  class  is  preserved.  Yet,  if  good  results 
are  secured  in  these  particulars,  we  should  be  entirely  satisfied.  That 
they  may  be  so  secured  is  attested  by  the  unanimous  testimony  of  my 
faculty  in  a  recent  teachers'  meeting.  The  head  of  the  English  Depart- 
ment said  that  this  was  the  best  experiment  as  regards  its  reaction  on 
the  English  Department  she  had  ever  seen  tried  in  her  long  years  of 
service,  and  that  her  own  blue  penciling  in  composition  had  fallen  off 
50  per  cent  since  the  system  had  been  established. 

I  would  not  have  you  believe  that  the  apparent  negative  and  correct- 
ive phase  of  this  work  appears  to  me  to  be  the  most  important.  The 
])0sitive  side  of  such  a  work  is  indeed  infinitely  larger,  viz,  the  estab- 
lishment of  a  spirit  among  students,  a  far-reaching  desire  to  talk  and 
write  well,  which  will  go  forward  to  the  building  up  in  our  people 
through  the  growing  generations,  of  that  which  we  now  notoriously 
lack — a  national  habit  of  good  speech. 

Requirements   for   the    Diploma   of    Excellence    in    Expression    in   the    Santa    Cruz 

High  School. 

The  following  directions  cover  the  niiniimiin  re(iuirements  for  recom- 
mendation for  the  Diploma  of  Efficiency  in  expression. 

1.  ]\rake  clear  statements.     Avoid  vague  and   incomplete  sentences. 

Do  not  begin  a  recitation  with  ''Why." 

2.  Do  not  dodge  the  question.     Answer  just  what  is  asked. 

'].  Use  correct  form  of  definitions.     Do  not  begin  by  saying.  "It  is 
when . ' ' 

4.  In  writing  recognize  the  complete  sentence,  then  punctuate  and 

capitalize  properly. 

5.  Use  and  write  title  correctly 

6.  In  speaking  and  writing  avoid   errors   in   (ivnmmnr  siicJi    as   flic 
following : 

a.  Double  negatives:  as.  "Tliat  don't  make  no  difference." 
h.  Plural  pronouns  with  singular  antecedents:  as  "Everybody 

must  get  their  tickets  today." 
c.  Uailure  to  make  subject  and  predicate  agree  in  number: 

as,  "He  don't."  or  "A  crowd  of  boys  are  going  fishing." 
J.  The  use  of  the  perfect  participle  for  the  past  tense  of  the 

verb  :  as,  ' '  I  seen  liim  do  it. ' ' 
c.  Failure  to  make  pronominal  adjectives  agree   with   their 

nouns:  as.  "Those  kind." 
/.  'IMie  use  of  the  j)reposition  like  for  the  conjunction  as  or 

(IS  if:  as,  "It  hjoks  like  it  is  going  to  rain." 


I 


CALIFORNIA    HIGH    SCHOOL   PRINCIPALS.  159 

REPORT  OF  COMMITTEE  ON  LEGISLATION. 

Riverside,  California,  December  29,  1916. 
To  the  Memhcrs  of  the  State  Principals'  Convention. 

Ladies  and  Gentlemen:  The  Committee  on  Legislation  begs  leave 
to  report  as  follows: 

In  the  first  place,  we  wish  to  acknowledge  the  interest  that  has  been 
shown  by  the  principals  of  the  high  schools  of  the  state  as  evidenced  by 
the  number  of  suggestions  that  have  been  made  to  this  committee. 
Every  one  of  these  suggestions  has  had  merit,  but  we  have  felt  it  our 
duty  to  be  guided  ])y  three  principles.  We  have  discriminated  between 
matters  that  already  have  the  support  of  other  educational  bodies,  and 
matters  originating  with  the  members  of  this  convention.  We  have  felt 
that  if  our  efi'orts  are  to  be  efficacious,  that  is,  result  in  legislation,  we 
must  limit  our  recommendations  to  the  legislature.  Lastly,  we  have 
discriminated  between  matters  of  local  and  of  general  importance,  and 
will  bring  before  this  body  only  such  recommendations  as  we  feel  have 
a  bearing  upon  all  the  high  schools  of  the  state. 

We  recommend  that  this  convention  endorse  and  pledge  its  support 
to  the  following  measures  affecting  the  educational  welfare  of  the  state, 
which  are  to  be  proposed  to  the  legislature  at  its  coming  session  by 
other  educational  organizations  of  California : 

1.  A  bill  authorizing  boards  of  education  to  levy  a  tax  for  building 

purposes  on  the  same  basis  as  the  maintenance  tax  is  now  levied. 
(Council  of  Education.) 

2.  A  bill  authorizing  free  textbooks  for  all  high  school  pupils,  said  books 

to  be  purchased  by  boards  of  education  and  selected  from  the  list 
prepared  by  the  State  Board  of  Education.  (State  Board  of 
Education.) 

3.  A  bill  providing  for  a  Bureau  of  Visual  Education,  under  the  control 

of  the  State  Board  of  Education.  (California  Visual  Education 
Association.) 

4.  The   amendment   and   clarification   of  section   1617   regarding  the 

powers  of  boards  of  education  to  meet  expenses  connected  with 
commencement  exercises  and  other  extra  classroom  activities  of 
high  schools.     (City  and  County  Superintendents'  Convention.) 

5.  The  amendment  of  section  1576a,  specifying  in  more  detail  what 

"other  employees"  may  be  hired  by  boards  of  education.  (City 
and  County  Superintendents'  Convention.) 

6.  The  appropriation  of  an  adequate  sum  of  money  to  provide  for  a 

survey  of  occupations  of  the  state  of  California.  (Vocational 
Guidance  Section  of  the  C.  T.  A.,  Southern  Section.) 

7.  The  certification  of  high  school  librarians.     (Council  of  Education.)^ 

8.  The  provision  of  adequate  funds  for  the  support  of  the  School  of 

Education  of  the  University  of  California.  (Council  of  Educa- 
tion.) 

11—31381 


160  PROCEEDINGS   OF    CONVENTION 

9.  The  establishment  of  a  commission  (state)  of  insurance,  for  school 
and  other  pulilic  bniklings.  (City  and  County  Superintendents' 
Convention.) 

"We  recommend  that  the  State  Commissioner  of  Secondary  Schools 
bi*  requested  to  use  his  best  eflforis  to  initiate  and  secure  legishition  on 
the  following  matters : 

1.  We  recommend  tliat  high  school  Itoards  be  authorized  to  establish 

and  maintain,  in  connection  witli  the  day  high  schools  under  their 
charge,  day  or  evening  classes  outside  the  hours  of  the  regular  day 
sessions;  that  such  classes  may  be  conducted  at  such  hours,  and 
for  such  length  of  time  each  day,  and  for  such  days,  and  for  such 
length  of  time  during  the  sehool  terms,  as  ma.y  by  determined  by 
such  boards;  that  the  attendance  upon  such  classes  be  reduced  to 
imits  of  average  daily  attendance  and  added  to  the  attendance  of 
the  respective  high  schools,  and  that  the  principals  of  high  schools 
may  admit  to  such  classes,  conducted  outside  the  hours  of  the 
regular  clay  high  school  sessions,  any  individual  not  subject  to  the 
provisions  of  the  compulsory  education  law. 

2.  We  recommend  that  the  law  restricting  the  length  of  school  sessions 

to  six  hours  be  amended  in  such  manner  as  to  provide  that  the 
phrase  "six  hours"  shall  apply  to  the  time  that  a  pupil  may  be 
required  to  be  in  attendance  upon  school  sessions  during  any  given 
day. 

3.  AVe  recommend  that  high  school  boards  be  authorized  to  establish 

and  maintain  part-time  agricultural,  industrial,  trade  or  com- 
mercial classes,  and  that  additicmal  state  aid  be  provided  there- 
for; provided,  that  if  the  so-called  Smitli-Hughe.s  bill,  now  pending 
in  the  national  congress  become  law,  such  legislation  is  recom- 
mended as  will  provide  a  state  fund  for  vocational  education 
which  shall  equal  the  amount  that  will  be  available  in  this  state 
from  the  national  fund. 

4.  We  recommend  such  legislation  as  will  provide  that  attendance  at 

junior  colleges  may  be  counted  as  high  school  attendance,  in 
order  tliat  funds  for  the  snjqiort  of  junior  colleges  may  be  appor- 
tioned as  high  school  funds  are  now  apportioned.  ALso,  that  the 
establishment  of  county,  union,  and  joint-union  junior  colleges 
be  made  legally  possible. 

5.  We  recommend  such  legislation  as  will  make  every  school  district 

of  the  state  a  high  school  district,  or  a  part  of  a  high  school  dis- 
trict; and,  in  connection  with  such  legislation,  we  recommend  that 
the  present  law  governing  union  high  schools  be  amended  so  as  to 
allow  a  more  judicious  arrangement  of  districts. 

6.  We  recommend  that  section  1741   ])e  amended  so  as  to  give  high 

school  boards  the  power  to  build,  equip  and  maintain  dormitories 
for  the  proper  care  of  pupils  attending  intermediate  schools,  high 
schools,  or  junior  colleges  where  such  facilities  are  found  neces- 
sary; and  that  boards  may  make  such  charges  to  the  pupils  as 
shall  insure  the  repayment  of  the  actual  running  expenses  of  such 


CALIFORNIA   HIGH   SCHOOL   PRINCIPALS. 


161 


dormitories,  outside  labor  and  supervision  expense,  and  that  such 
labor  and  supervision  expenses  be  included  in  the  cost  of  school 
maintenance  and  paid  accordingly. 


H.  0.  Williams,  Chairman, 

Sacramento. 
E.  M.  Cox,  Oakland. 
L.  E.  Kilkenny,  Salinas. 
L.  P.  Parris,  Sutter  City. 
E.  H.  McMath,  Santa  Ana. 
W.  L.  Glascock,  San  Mateo. 
B.  0.  Kinney,  South  Pasadena. 


H.  P.  Reynolds,  Pomona. 
H.  G.  Clements,  Redlands. 
J.  0.  Osborn,  Redding. 
Delbert  Brunton,  Fullerton. 
W.  0.  Smith,  Petaluma. 
Mrs.  E.  C.  Ingham,  San  Fernando. 
E.  E.  Brownell,  Gilroy. 
Hugh  Law,  Riverside. 


1G2  PROCEEDINGS   OF    CONVENTION 

REPORT  OF  COMMITTEE  ON  RESOLUTIONS. 

Mr.  Chairman: 

Your  Committee  on  Resolutions  having  consulted  with  practically 
cverj^  high  school  principal  in  the  state,  having  held  special  conferences 
with  all  the  officers  of  this  convention,  having  held  one  joint  meeting 
with  the  Committee  on  Legislation,  having  received  advice  from  the 
members  of  the  State  Board  of  Education,  and  having  held  four 
rather  protracted  meetings,  including  both  eating  and  sleeping  hours, 
beg  leave  to  submit  the  following  resolutions : 

WiTEREAS,  The  meetings  of  this  convention  have  so  abounded  in  inter- 
est and  profit  and  have  been  conducted  under  conditions  of  such  pleasure 
and  convenience ;  therefore,  be  it 

Resolved,  That  we,  the  high  school  principals  of  California,  in  con- 
vention assembled,  do  hereby  express  our  appreciation  of,  and  thanks 
to.  Commissioner  Will  C.  Wood  for  his  painstaking  and  able  service  in 
planning  and  carrying  out  this  convention  program,  to  the  officers  and 
members  who  have  given  their  time  and  effort  to  facilitating  the  work 
of  the  convention  to  the  ma.yor,  superintendent  of  schools,  and  citizens 
of  Riverside  Avho  have  given  us  such  assurance  of  the  Avelcome  of  their 
city,  to  Mr.  Miller,  Mrs.  Richardson,  and  i\Ir.  Hutchins  for  the  gracious 
hospitality  to  the  Mission  Inn,  to  the  press  of  Riverside  for  its  careful 
and  sympathetic  reporting  of  convention  proceedings,  to  the  members  of 
the  State  Board  of  Education,  to  Lieutenant  Governor  William  D. 
Stephens,  to  Dr.  Thomas  H.  Briggs,  Prof.  F.  M.  Leavitt,  Prof.  Harry 
Kendall  Bassett  and  all  other  convention  speakers  for  their  thoughtful 
and  able  presentation  of  subjects  of  such  vital  interest  to  all  high  school 
pi"incipals. 

Whereas,  Each  and  every  resolution  offered  by  the  Committee  on 
Legislation  has  been  read,  discussed  and  judged  by  the  members  of  this 
committee;  therefore,  be  it 

Resolved,  That  the  entire  Report  of  the  Conunittee  on  Legislation 
is  hereby  endorsed  and  recommended  by  the  Committee  on  Resolutions. 
Furthermore,  that  the  high  school  principals  in  convention  assembled, 
express  their  hearty  appreeiation  and  thanks  to  Commissioner  Will  C. 
Wood  for  his  biennial  repoi-t  of  June  80,  1910.  of  its  brief,  yet  compre- 
hensive contents,  for  its  helpful  presentations  and  discussions  of  the 
problems  of  our  secondary  schools. 

WiiERE.vs,  The  place  and  the  content  of  secondary  education  are 
neither  determined  nor  fully  understood ;  therefore,  be  it 

Resolved,  That  a  committee  of  twelve,  io  be  known  as  "The  Com- 
mittee on  the  Reorganization  of  Secondary  Schools,"  of  which  the  State 
Commissioner  of  Secondary  Education  is  hereby  made  a  member,  be 


CALIFORNIA    HIGH    SCIIOOIj   PRINCTPAT.R.  IGiJ 

appointed  by  the  chairman  of  this  convention  to  investigate  tlie  needs 
and  purposes  of  our  intermediate  scliools,  our  high  schools,  and  our 
junior  colleges;  and  at  the  next  regular  meeting  of  this  convention 
recommend  a  more  speeiiic  content,  place  and  purpose  for  the  different 
phases  of  secondary  education. 

Whereas,  Many  high  schools  of  the  state  have  raised  their  standards 
and  enriched  their  courses  of  studies,  therefore,  be  it 

Resolved,  That  this  convention,  tlirough  its  committee  of  twelve, 
requests  the  state  university — 

First,  to  reestablish  the  status  of  the  "student  at  large"  thus 
allowing  a  recommended  high  school  graduate  with  forty-five  credits  to 
be  admitted  to  the  various  elective  subjects  for  two  years,  that  he  may, 
Avithin  that  time,  determine  the  college  in  which  he  seeks  a  degree : 

Second,  to  be  liberal  regarding  the  allowance  of  credits  for  special 
newer  subjects  not  yet  recognized  as  worthy  of  accrediting,  thus  increas- 
ing the  present  nine  possible  credits  to  a  maximum  of  fifteen  credits; 
and  be  it  further 

Resolved,  That  this  committee  be  authorized  to  represent  the  member- 
ship of  this  convention  with  full  power  to  act  upon  adopted  resolutions ; 
and  be  it  further 

Resolved,  That  this  committee  confer  with  the  authorities  of  the 
University  of  California  relative  to  the  entrance  requirements  of  the 
university  and  report  the  results  of  such  conference,  with  its  recom- 
mendations, to  the  members  of  this  convention  before  the  next  annual 
meeting ;  be  it  further 

Resolved,  That  this  conunittee  investigate  and  report  upon  a  more 
adequate  and  just  system  of  scholarship  and  educational  measurements 
of  high  school  pupils ;  be  it  further 

Resolved,  That  the  recommendations  of  Commissioner  Wood  on  free 
textbooks,  on  evening  high  schools,  on  junior  colleges,  on  the  university 
high  school,  and  on  intermediate  schools  are  heartily  endorsed  by  this 
convention. 

Whereas,  There  is  great  waste  of  time  and  energy  on  the  part  of 
high  school  pupils,  and  subsequent  life  failures,  because  of  a  lack  of 
understanding  the  relations  existing  between  courses  of  study  and  life 
vocations ;  therefore,  be  it 

Resolved,  That  every  principal  should  see  that  careful  counsel  be 
given  to  all  pupils  entering  high  schools  that  they  may  select  work, 
which  as  far  as  possible,  shall  have  a  definite  life  purpose. 

Whereas,  The  varied  activities  of  the  California  Teachers'  Associa- 
tion resulting  in  benefit  to  the  schools  and  teachers  of  the  state,  are 
sadly  handicapped  by  lack  of  adequate  funds ;  and 


164  PROCEEDINGS  OF   CONVENTION 

Whereas,  We  believe  an  extension  of  the  association 's  activities  to  be 
desiralile ;  therefore  be  it 

Ktsolvcd,  That  the  members  of  this  convention,  as  members  of  the 
California  Teachers'  Association,  reconnnend  to  the  California  Council 
of  Education  that  an  increase  be  made  in  the  annual  membership  fee 
to  meet  the  emergencies  of  the  situation. 

Whereas,  The  secondary  school  rests  upon  the  elementary  as  a  neces- 
sary foundation ;  therefore  be  it 

Resolved,  That  we  heartily  recommend — 

First,  greater  cooperation  and  team  work  l)etween  these  two  great 
public  institutions;  and 

Second,  increased  financial  support  for  the  elementary  school,  that 
the  equipment,  course  of  study,  and  length  of  school  year  may  be  a.s 
ade(iuate  to  its  needs  as  those  provided  for  the  high  school. 

Whereas,  The  principals  of  high  schools  realize  the  difficulties  of 
the  small  high  schools  of  the  state  in  securing  teachers  of  special  sub- 
jects qualified  to  teach  subjects  other  than  their  specialities;  therefore 
be  it 

Resolved,  That  the  State  Board  of  Education  take  such  steps  as  they 
may  deem  necessary  and  wish  to  provide,  for  the  granting  of  special 
certificates  in  major  and  minor  subjects  along  the  line  suggested  in  the 
Report  of  the  Commissioner  of  Vocational  Education. 

Whereas,  We  recognize  the  diffieulty  experienced  ])y  students  wish- 
ing to  pursue  high  school  courses  in  music,  art  or  other  branches  not 
offered  in  the  high  school ;  therefore  be  it 

Resolved,  That  credit  for  private  instruction  in  music,  art,  or  other 
branches  be  given  only  after  thorough  investigation  or  examination  by 
the  faculty  of  the  high  school  concerned,  and  that  unit  of  credit  be 
given  only  when  the  faculty  is  satisfied  that  the  work  offered  is  equal  in 
quality  and  (quantity  to  that  re(juired  for  a  unit  of  credit  in  the  higli 
school. 

Resolved,  further.  That  we  deprecate  as  unprofessional  the  use  of 
any  state  credential  or  teacher's  certificate  for  advertising  purposes 
and  that  we  consider  such  action  ius  sufficient  grounds  for  the  revocation 
of  such  document  by  the  authority  granting  it. 

Whereas,  Effort  i.s  being  made  to  secure  the  convention  of  the 
National  Education  Association  for  Portland,  Oregon,  July  3  to  8,  1917, 
and  whereas,  the  final  decision  rests  with  tiie  National  Executive  Com- 
mittee, which  body  is  now  investigating  the  facilities  offered  by  tiie  city 
of  Portland  and  the  necessary  granting  by  the  transportation  lines  of 
a  rate  satisfactory  to  P^astei-ii  and  Pacific  Coast  teachers;  be  it 

Resolved,  That  this  convention  favors  the  holding  of  the  N.  E.  A.  in 
Portland  and  that  this  action  be  through  Secretary  Chamberlain  of  the 


CALIFORNIA   HIGH   SCHOOL   PRINCIPALS.  165 

California  Teachers'  Association,  communicated  to  the  Executive  Com- 
mittee of  the  N.  E.  A. ;  and  that  he  ])e  further  instructed  and  empowered 
to  take  up  witli  the  transportation  lines  on  the  Pacific  coast  the  matter  of 
reduced  rates  to  the  meeting. 

(Signed)  James  E.  Addicott,  Chairman; 

L.  W.  Babcock,  Secretary; 

F.  Palmer, 

Nathan  Smith, 

A.  R.  Clifton, 
W.  Hyman, 
W.  McKay, 
Duncan  Stirling, 
Florence  M.  Gordon, 
Geo.  U.  Moyse, 

B.  R.  Crandall, 
S.  P.  McCrea, 
W.  H.  Nichols, 
W.  A.  Pratt. 


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